UBC Wiki - User contributions [en]

Sandbox:Responsible Conduct of Research Resources Portal

2019-10-08T22:13:47Z

DebChen: /* Ethical Decision Making */

Welcome to the Responsible Conduct of Research Resources Portal.

== Acquiring Knowledge ==
=== Policy Statements ===
* CIHR, NSERC, SSHRC. (2016). [http://www.rcr.ethics.gc.ca/eng/framework-cadre.html Tri-Council Policy Framework: Responsible Conduct of Research.]
** This Framework document, launched in 2011, replaces the previous integrity policy and related documents, including the [http://www.nserc-crsng.gc.ca/nserc-crsng/policies-politiques/tpsintegrity-picintegritie_eng.asp Tri-Agency Policy Statement: Integrity in Research and Scholarship] (TCPS-I, 1994), the [http://www.nserc-crsng.gc.ca/NSERC-CRSNG/policies-politiques/frameworkintegrity-cadrereferenceintegrite_eng.asp Framework for Tri-Council Review of Institutional Policies Dealing with Integrity in Research] (1996) and the [http://www.nserc-crsng.gc.ca/NSERC-CRSNG/governance-gouvernance/FAQ-FAQ_eng.asp Tri-Agency Process for Addressing Allegations of Non-compliance with Tri-Agency Policies] (2010).
* Hickling, Arthurs, Low Corp, prepared for the Canadian Research Integrity Committee. (2009). [http://www.nserc-crsng.gc.ca/_doc/NSERC-CRSNG/HAL_Report_e.pdf The State of Research Integrity and Misconduct Policies in Canada].
** This document provides an overview of the organizations, policies, and procedures that address research integrity in the Canadian context, complete with an comparative study of eight other countries' research integrity systems.
* Policy 85, University of British Columbia. (2019). [https://universitycounsel-2015.sites.olt.ubc.ca/files/2019/08/Scholarly-Integrity-Policy_SC6.pdf?file=2015/08/policy85.pdf Scholarly Integrity].
** This policy details the responsibilities and standards required of UBC researchers engaged in scholarly activity. It also provides a process for dealing with allegations of scholarly misconduct.
* Zimmerman, S.V., Wallace, K. (2013). [http://tinyurl.com/yxstzfnk Promoting Responsible Conduct of Research: A Canadian Perspective]. ''Accountability in Research''. 20:395-402.
** This article highlights specific process and governance changes in the Responsible Conduct of Research Framework designed to strengthen and to enhance scholarly integrity in Canada.

=== Regulatory Compliance ===
* Alberts, B., Cicerone, R.J., Fienberg, S.E., Kamb, A., McNutt, M., Nerem, R.M., Schekman, R., Shiffrin, R., Stodden, V., Suresh, S., Zuber, M.T., Pope, B.K., and Jamieson, K.H. (2015). [https://science.sciencemag.org/node/632000.full Self-Correction in Science At Work]. ''Science''. 348 (6242):1420-1422
** The authors argues that revising incentives (with considerations for various parties involved in/affected by research and at various stages of the research lifecycle) will improve scholarly integrity and protect the integrity of science.
* Fanelli, D. (2009). [https://journals.plos.org/plosone/article/file?id=10.1371/journal.pone.0005738&type=printable How Many Scientists Fabricate and Falsify Research? A Systemic Review and Meta-Analysis of Survey Data]. PLoS ONE. 4(5):e5738.
** The first meta-analysis of surveys (from 18 studies) asking about scientists' experiences of misconduct revealed that 2% of scientists admitted to data fabrication or falsification at least once and up to 34% admitted to other questionable research practices, suggesting that the actual frequencies of misconduct could be higher than those reported.

* Office of Research Services, University of British Columbia (n.d.) [https://ors.ubc.ca/compliance-reporting/compliance-requirements Compliance Requirements].
** UBC has established policies and procedures to ensure compliance with the legal and regulatory requirements of the research sponsor. This website serves as a hub for all relevant legal, regulatory and ethical requirements for conducting research.

=== Data Management ===
* Committee on National Statistics, National Research Council (2003), [https://www.nap.edu/catalog/2033/sharing-research-data Sharing Research Data]. The National Academies Press
** The Committee on National Statistics highlights the benefits, problems, controversies, and other consequences of sharing research data. The report pays special attention to the needs for and the costs of good documentation to emphasize the importance of careful documentation to facilitate data sharing to enable repetition or extension of the research findings. With these considerations in mind, the committee put forward sixteen (16) general recommendations (aimed at different parties involved in and/or affected by scientific research, such as initial investigators, subsequent analysts, institutions, funding agencies, journal editors, etc.) .
* Committee on Responsibilities of Authorship in the Biological Sciences, National Research Council (2003). [http://www.nap.edu/catalog.php?record_id=10613#toc Sharing Publication-Related Data and Materials: Responsibilities of Authorship in the Life Sciences]. The National Academies Press.
** The Committee on Responsibility of Authorship in the Biological Sciences conducted a study to evaluate the responsibilities of authors in life sciences to share data and materials referenced in their publications. The committee put forward their findings (principles and standard practices) and recommendations on key issues facing the life-sciences community with regards to sharing of publication-related data, software, and materials.
* Faculty of Graduate and Postdoctoral Studies, University of British Columbia. (n.d.) [https://www.grad.ubc.ca/intellectual-property-guide/ownership-data Ownership of Data]
* Faculty of Graduate and Postdoctoral Studies, University of British Columbia. (n.d.) [https://www.grad.ubc.ca/intellectual-property-guide/record-keeping Record Keeping]
* Fields, K.L., Price A.R. (1993). Problems in Research Integrity Arising from Misconceptions about the Ownership of Research. ''Academic Medicine,'' 68(9):S61-S64.
** The authors argues that many allegations of research misconduct originate in misconceptions about the ownership of publicly supported research. In this article, the authors focuses on scientific authorship responsibilities and clarified the rights of scientists, collaborators, and trainees to ideas, materials and grants.
* Panel on Scientific Responsibility and the Conduct of Research, National Academy of Sciences, National Academy of Engineering, Institute of Medicine (1992). [https://www.nap.edu/catalog/1864/responsible-science-ensuring-the-integrity-of-the-research-process-volume ''Responsible Science, Volume I: Ensuring the Integrity of the Research Process''.] The National Academies Press.
** The Panel on Scientific Responsibility and the Conduct of Research explored and examined current research practices, changing research landscape, educational efforts in fostering responsible conduct of research, institutional procedures in handling allegations of misconduct in sciences.The Panel recommends twelve (12) specific actions that all scientists, their institutions, and their sponsors can take to preserve and strengthen the integrity of the research process and also to deal with allegations of misconduct.
* Reich, H. (2019). Minute Physics: [https://www.youtube.com/watch?v=pT19VwBAqKA Protecting Privacy with MATH (Collab with the Census)]. YouTube.
* Steneck, N.H. (2007) Chapter 6. Data Management Practices; [https://ori.hhs.gov/sites/default/files/rcrintro.pdf Introduction to the Responsible Conduct of Research], The Office of Research Integrity, US Department of Health & Human Services. p. 87-101.

=== Writing with Integrity ===
* Learning Commons, University of British Columbia (n.d.) [https://learningcommons.ubc.ca/academic-integrity/ Resource Guides on Academic Integrity].
* The Office of Research Integrity, US Department of Health & Human Services. (n.d.) [https://ori.hhs.gov/sites/default/files/2017-12/8_Ethical_Write.pdf Infographic: Write Ethically from Start to Finish]. (The content was drawn from ORI's module on avoiding plagiarism by Dr. Miguel Roig).
* The Office of Research Integrity, US Department of Health & Human Services. (n.d.) [https://ori.hhs.gov/sites/default/files/2019-02/Tips%20for%20Avoiding%20Plagiarism_Rasterized.pdf Infogaphic: Tips for Avoiding Plagiarism]. (The content was drawn from ORI's module on avoiding plagiarism by Dr. Miguel Roig).

=== Publication and Authorship ===
* Barker, K. (2002). [https://www.sciencemag.org/careers/2002/11/accountability-and-authorship Accountability and Authorship]. ''Science's Next Wave''.
* Cottingham, K. (2001). [https://www.sciencemag.org/careers/2001/03/ethics-authorship-policies-authorship-articles-submitted-scientific-journals The Ethics of Authorship: Policies for Authorship of Articles Submitted to Scientific Journals] ''Science's Next Wave''.
* Faculty of Graduate and Postdoctoral Studies, University of British Columbia. (n.d.) [https://www.grad.ubc.ca/intellectual-property-guide/right-first-authorship Rights to First Authorship]
* Faculty of Graduate and Postdoctoral Studies, University of British Columbia. (n.d.) [https://www.grad.ubc.ca/intellectual-property-guide/co-authorship Co-Authorship]
* International Committee of Medical Journal Editors. (1997). [http://tinyurl.com/y2yuz549 Uniform requirements for manuscripts submitted to biomedical journals]. ''JAMA,'' 277(11):927-934.
** The fifth edition expanded on previous editions on manuscript requirements to increase clarity and address concerns about rights, privacy, descriptions of methods, and other matters. Over 500 journals have adopted the Uniform Requirements.
* Smith, E., Williams-Jones, B., Master, Z., Lariviere, V., Sugimoto, C.R., Paul-Hus, A., Shi, M., and Resnik, D.B. (2019) Misconduct and Misbehaviour Relate to Authorship Disagreements in Collaborative Science.
** While disagreements can be resolved through collegial discussions to achieve a mutually agreeable outcome, the study demonstrated that authorship disagreement can compromise collaboration and scholarly integrity. Through an international survey targeting multidisciplinary research teams, the study revealed the rates of authorship disagreements (naming and ordering) as stratified by discipline and career stages, identified predictors of authorship disagreements, as well as the prevalence of resulting misbehaviour (i.e., hostility, undermining of a colleague's work, cutting corners on research, sabotaging a colleague's research, or producing fraudulent work to be more competitive). The authors also offered some suggestions to support ethical authorship distribution in collaborative research.
* Steneck, N.H. (2007) Chapter 9. Authorship and Publication; [https://ori.hhs.gov/sites/default/files/rcrintro.pdf Introduction to the Responsible Conduct of Research], The Office of Research Integrity, US Department of Health & Human Services. p. 133 - 145.
* The Office of Research Integrity, US Department of Health & Human Services. (n.d.) [https://ori.hhs.gov/sites/default/files/2018-09/Authorship%20Practices%20to%20Avoid%20Conflicts_Rasterized.pdf Infographic: Authorship Practices to Avoid Conflicts].
* Nicholls, S.G., Langan, S.M., Benchimol, E.I., Moher D. (2016). [http://tinyurl.com/yyyo2a8n Reporting Transparency: Making the Ethical Mandate Explicit]. ''BMC Medicine''. 14:44
** Related to data management section above, the authors argues that transparency and quality in research reporting (i.e., publication) play an important role in improving research integrity and fair use of resources and calls for explicit reporting guidelines to support researchers in meeting these ethical obligations.

=== Conflict of Interest and Conflict of Commitment ===
* [https://faseb.org/coi/Tools.aspx Conflict of Interest (COI) Toolkit]. Federation of American Societies for Experimental Biology.
** Recommendations, tools, and resources for the conduct and management of financial relationships developed specifically for investigators, institutions, editors, societies, and industry.
* Davidoff, F., DeAngelis, C.D., Drazen, J.M., Hoey, G., Hojgaard, L., Horton, R., Kotzin, S., Nicholls, M.G., Nylenna, M., Overbeke, A.J.P.M., Sox, H.C., Van Der Weyden, M.B., and Wilkes, M.S. (2001). [http://tinyurl.com/y2654lp6 Sponsorship, authorship, and accountability]. ''The New England Journal of Medicine, 345''(11), 825-827.
** International Committee of Medical Journal Editors highlighted potential conflicts of interest that exist between the author(s) and the research sponsor(s) and offered specific practices for researchers, research sponsors, journal editors, and peer reviewers to manage these potential conflicts of interest and to ensure research integrity.
* Steneck, N.H. (2007) Chapter 5. Conflict of Interest; [https://ori.hhs.gov/sites/default/files/rcrintro.pdf Introduction to the Responsible Conduct of Research], The Office of Research Integrity, US Department of Health & Human Services. p. 67 - 81.
* Policy 97, University of British Columbia. [https://universitycounsel-2015.sites.olt.ubc.ca/files/2019/08/COI-Policy_SC3.pdf?file=2012/02/policy97.pdf Conflict of Interest and Conflict of Commitment].
** In compliance with the Federal Tri-Council agencies regulations, UBC requires all faculty members and active researchers to maintain an up-to-date Conflict of Interest/Commitment declaration on an annual basis. This policy details the process and procedures for disclosure and management of actual and potential conflicts of interests.

=== Collaborative Research ===
* Government-University-Industry Research Roundtable of the National Academy of Sciences, National Academy of Engineering, and the Institute of Medicine. (1999). [https://www.nap.edu/read/9722/chapter/1 Overcoming Barriers to Collaborative Research]. The National Academies Press.
** The report focuses on university-industry collaboration, highlights barriers arising from differences in culture and incentive structure, and offers recommendations for how to enhance collaborative research.
* Smalheiser, N.R., Perkins, G.A., and Jones, S. (2005). [https://journals.plos.org/plosbiology/article?id=10.1371/journal.pbio.0030217 Guidelines for Negotiating Scientific Collaboration]. PLoS Biol. 3(6):e217.
** Authors propose a set of possible guidelines for negotiating varying level of involvement between two academic investigators.
* Steneck, N.H. (2007) Chapter 8. Collaborative Research; [https://ori.hhs.gov/sites/default/files/rcrintro.pdf Introduction to the Responsible Conduct of Research], The Office of Research Integrity, US Department of Health & Human Services. p. 117 - 127.

=== Mentorship and Supervision ===
* Lee, A., Dennis, C., and Campbell, P. (2007). [https://www.nature.com/articles/447791a Nature's Guide for Mentors]. ''Nature''. 447: 791-797.
** Having a good mentor early in your career can mean the difference between success and failure in any field. This article looks at what makes a good mentor.
* Witkn, K. (with significant input from Hanning, B., Schwartz, J., and Owens, R.) [https://www.training.nih.gov/mentoring_guidelines Thoughts on Choosing a Research Mentor]. NIH Office of Intramural Training and Education.
** The article shares some tips and advice on how to choose a research mentor.
* Staines, G.M. (2018). [https://www.hercjobs.org/mentoring-tips-how-to-find-keep-and-be-a-mentor/ Mentoring Tip: How to Find, Keep, and be a Mentor]. Higher Education Recruitment Consortium.
* Steneck, N.H. (2007) Chapter 7. Mentor and Trainee Responsibilities; [https://ori.hhs.gov/sites/default/files/rcrintro.pdf Introduction to the Responsible Conduct of Research], The Office of Research Integrity, US Department of Health & Human Services. p. 103-115.
* The Office of Research Integrity, US Department of Health & Human Services. (n.d.) [https://ori.hhs.gov/sites/default/files/2018-09/5%20Qualities%20of%20Good%20Research%20Mentors_508_Rasterized.pdf 5 Qualities of Good Research Mentors]
* The Office of Research Integrity, US Department of Health & Human Services. (n.d.) [https://ori.hhs.gov/sites/default/files/2018-04/2_Supervisor_tips.pdf 5 Ways Supervisors can Promote Research Integrity]
== Increasing Awareness ==
* Office of the Vice-President Research & Innovation, University of British Columbia. [https://research.ubc.ca/support-resources/scholarly-integrity/findings-scholarly-misconduct Findings of Scholarly Misconduct.]

== Developing Skills ==
=== Ethical Decision Making ===
* Keefer M.W., WIlson, S.E., Dankowicz, H., Loui, M.C. (2014) [http://tinyurl.com/y3qlgs8v The Importance of Formative Assessment in Science and Engineering Ethics Education: Some Evidence and Practical Advice.] ''Science and Engineering Ethics''. 20(1): 249–260
** The Decision Procedure Checklist (DPC) offers a process of identifying stakeholders, resources to address the problem, and the short- and long-term consequences of the proposed solutions.
* Markkula Centre for Applied Ethics at Santa Clara University. (2015). [https://www.scu.edu/ethics/ethics-resources/ethical-decision-making/a-framework-for-ethical-decision-making/ A Framework for Ethical Decision Making].
** This resource defines ethics, provides an overview of five approaches to ethics, and offers a systematic process for exploring ethical dilemmas to identify ethical courses of action.
* The Office of Research Integrity, US Department of Health & Human Services. (n.d.) The Lab: Avoiding Research Misconduct [https://ori.hhs.gov/the-lab Interactive Video] and [https://ori.hhs.gov/TheLab/TheLabGuide.pdf Guide].
** This educational resource demonstrates an ethical decision-making model for various partners of research integrity - graduate student, postdoctoral fellow, principal investigator, and a research integrity officer - through simulations.

=== Conflict Management ===
* Picherack, F., and Aherne, M. (2003) [https://www.grad.ubc.ca/current-students/professional-development/conflict-resolution Conflict Resolution]. Faculty of Graduate and Postdoctoral Studies, University of British Columbia.

== Building Capacity ==

=== Educator Resources ===
* [http://research-ethics.org/ Resources for Research Ethics Education]. Research Ethics Program, UC San Diego.
** The ''purpose'' of this site is to provide resources and tools for teachers of research ethics. The ''goal'' is to promote best practices and evidence-based research ethics education.

Sandbox:Responsible Conduct of Research Resources Portal

2019-10-03T18:53:46Z

DebChen:

Welcome to the Responsible Conduct of Research Resources Portal.

== Acquiring Knowledge ==
=== Policy Statements ===
* CIHR, NSERC, SSHRC. (2016). [http://www.rcr.ethics.gc.ca/eng/framework-cadre.html Tri-Council Policy Framework: Responsible Conduct of Research.]
** This Framework document, launched in 2011, replaces the previous integrity policy and related documents, including the [http://www.nserc-crsng.gc.ca/nserc-crsng/policies-politiques/tpsintegrity-picintegritie_eng.asp Tri-Agency Policy Statement: Integrity in Research and Scholarship] (TCPS-I, 1994), the [http://www.nserc-crsng.gc.ca/NSERC-CRSNG/policies-politiques/frameworkintegrity-cadrereferenceintegrite_eng.asp Framework for Tri-Council Review of Institutional Policies Dealing with Integrity in Research] (1996) and the [http://www.nserc-crsng.gc.ca/NSERC-CRSNG/governance-gouvernance/FAQ-FAQ_eng.asp Tri-Agency Process for Addressing Allegations of Non-compliance with Tri-Agency Policies] (2010).
* Hickling, Arthurs, Low Corp, prepared for the Canadian Research Integrity Committee. (2009). [http://www.nserc-crsng.gc.ca/_doc/NSERC-CRSNG/HAL_Report_e.pdf The State of Research Integrity and Misconduct Policies in Canada].
** This document provides an overview of the organizations, policies, and procedures that address research integrity in the Canadian context, complete with an comparative study of eight other countries' research integrity systems.
* Policy 85, University of British Columbia. (2019). [https://universitycounsel-2015.sites.olt.ubc.ca/files/2019/08/Scholarly-Integrity-Policy_SC6.pdf?file=2015/08/policy85.pdf Scholarly Integrity].
** This policy details the responsibilities and standards required of UBC researchers engaged in scholarly activity. It also provides a process for dealing with allegations of scholarly misconduct.
* Zimmerman, S.V., Wallace, K. (2013). [http://tinyurl.com/yxstzfnk Promoting Responsible Conduct of Research: A Canadian Perspective]. ''Accountability in Research''. 20:395-402.
** This article highlights specific process and governance changes in the Responsible Conduct of Research Framework designed to strengthen and to enhance scholarly integrity in Canada.

=== Regulatory Compliance ===
* Alberts, B., Cicerone, R.J., Fienberg, S.E., Kamb, A., McNutt, M., Nerem, R.M., Schekman, R., Shiffrin, R., Stodden, V., Suresh, S., Zuber, M.T., Pope, B.K., and Jamieson, K.H. (2015). [https://science.sciencemag.org/node/632000.full Self-Correction in Science At Work]. ''Science''. 348 (6242):1420-1422
** The authors argues that revising incentives (with considerations for various parties involved in/affected by research and at various stages of the research lifecycle) will improve scholarly integrity and protect the integrity of science.
* Fanelli, D. (2009). [https://journals.plos.org/plosone/article/file?id=10.1371/journal.pone.0005738&type=printable How Many Scientists Fabricate and Falsify Research? A Systemic Review and Meta-Analysis of Survey Data]. PLoS ONE. 4(5):e5738.
** The first meta-analysis of surveys (from 18 studies) asking about scientists' experiences of misconduct revealed that 2% of scientists admitted to data fabrication or falsification at least once and up to 34% admitted to other questionable research practices, suggesting that the actual frequencies of misconduct could be higher than those reported.

* Office of Research Services, University of British Columbia (n.d.) [https://ors.ubc.ca/compliance-reporting/compliance-requirements Compliance Requirements].
** UBC has established policies and procedures to ensure compliance with the legal and regulatory requirements of the research sponsor. This website serves as a hub for all relevant legal, regulatory and ethical requirements for conducting research.

=== Data Management ===
* Committee on National Statistics, National Research Council (2003), [https://www.nap.edu/catalog/2033/sharing-research-data Sharing Research Data]. The National Academies Press
** The Committee on National Statistics highlights the benefits, problems, controversies, and other consequences of sharing research data. The report pays special attention to the needs for and the costs of good documentation to emphasize the importance of careful documentation to facilitate data sharing to enable repetition or extension of the research findings. With these considerations in mind, the committee put forward sixteen (16) general recommendations (aimed at different parties involved in and/or affected by scientific research, such as initial investigators, subsequent analysts, institutions, funding agencies, journal editors, etc.) .
* Committee on Responsibilities of Authorship in the Biological Sciences, National Research Council (2003). [http://www.nap.edu/catalog.php?record_id=10613#toc Sharing Publication-Related Data and Materials: Responsibilities of Authorship in the Life Sciences]. The National Academies Press.
** The Committee on Responsibility of Authorship in the Biological Sciences conducted a study to evaluate the responsibilities of authors in life sciences to share data and materials referenced in their publications. The committee put forward their findings (principles and standard practices) and recommendations on key issues facing the life-sciences community with regards to sharing of publication-related data, software, and materials.
* Faculty of Graduate and Postdoctoral Studies, University of British Columbia. (n.d.) [https://www.grad.ubc.ca/intellectual-property-guide/ownership-data Ownership of Data]
* Faculty of Graduate and Postdoctoral Studies, University of British Columbia. (n.d.) [https://www.grad.ubc.ca/intellectual-property-guide/record-keeping Record Keeping]
* Fields, K.L., Price A.R. (1993). Problems in Research Integrity Arising from Misconceptions about the Ownership of Research. ''Academic Medicine,'' 68(9):S61-S64.
** The authors argues that many allegations of research misconduct originate in misconceptions about the ownership of publicly supported research. In this article, the authors focuses on scientific authorship responsibilities and clarified the rights of scientists, collaborators, and trainees to ideas, materials and grants.
* Panel on Scientific Responsibility and the Conduct of Research, National Academy of Sciences, National Academy of Engineering, Institute of Medicine (1992). [https://www.nap.edu/catalog/1864/responsible-science-ensuring-the-integrity-of-the-research-process-volume ''Responsible Science, Volume I: Ensuring the Integrity of the Research Process''.] The National Academies Press.
** The Panel on Scientific Responsibility and the Conduct of Research explored and examined current research practices, changing research landscape, educational efforts in fostering responsible conduct of research, institutional procedures in handling allegations of misconduct in sciences.The Panel recommends twelve (12) specific actions that all scientists, their institutions, and their sponsors can take to preserve and strengthen the integrity of the research process and also to deal with allegations of misconduct.
* Reich, H. (2019). Minute Physics: [https://www.youtube.com/watch?v=pT19VwBAqKA Protecting Privacy with MATH (Collab with the Census)]. YouTube.
* Steneck, N.H. (2007) Chapter 6. Data Management Practices; [https://ori.hhs.gov/sites/default/files/rcrintro.pdf Introduction to the Responsible Conduct of Research], The Office of Research Integrity, US Department of Health & Human Services. p. 87-101.

=== Writing with Integrity ===
* Learning Commons, University of British Columbia (n.d.) [https://learningcommons.ubc.ca/academic-integrity/ Resource Guides on Academic Integrity].
* The Office of Research Integrity, US Department of Health & Human Services. (n.d.) [https://ori.hhs.gov/sites/default/files/2017-12/8_Ethical_Write.pdf Infographic: Write Ethically from Start to Finish]. (The content was drawn from ORI's module on avoiding plagiarism by Dr. Miguel Roig).
* The Office of Research Integrity, US Department of Health & Human Services. (n.d.) [https://ori.hhs.gov/sites/default/files/2019-02/Tips%20for%20Avoiding%20Plagiarism_Rasterized.pdf Infogaphic: Tips for Avoiding Plagiarism]. (The content was drawn from ORI's module on avoiding plagiarism by Dr. Miguel Roig).

=== Publication and Authorship ===
* Barker, K. (2002). [https://www.sciencemag.org/careers/2002/11/accountability-and-authorship Accountability and Authorship]. ''Science's Next Wave''.
* Cottingham, K. (2001). [https://www.sciencemag.org/careers/2001/03/ethics-authorship-policies-authorship-articles-submitted-scientific-journals The Ethics of Authorship: Policies for Authorship of Articles Submitted to Scientific Journals] ''Science's Next Wave''.
* Faculty of Graduate and Postdoctoral Studies, University of British Columbia. (n.d.) [https://www.grad.ubc.ca/intellectual-property-guide/right-first-authorship Rights to First Authorship]
* Faculty of Graduate and Postdoctoral Studies, University of British Columbia. (n.d.) [https://www.grad.ubc.ca/intellectual-property-guide/co-authorship Co-Authorship]
* International Committee of Medical Journal Editors. (1997). [http://tinyurl.com/y2yuz549 Uniform requirements for manuscripts submitted to biomedical journals]. ''JAMA,'' 277(11):927-934.
** The fifth edition expanded on previous editions on manuscript requirements to increase clarity and address concerns about rights, privacy, descriptions of methods, and other matters. Over 500 journals have adopted the Uniform Requirements.
* Smith, E., Williams-Jones, B., Master, Z., Lariviere, V., Sugimoto, C.R., Paul-Hus, A., Shi, M., and Resnik, D.B. (2019) Misconduct and Misbehaviour Relate to Authorship Disagreements in Collaborative Science.
** While disagreements can be resolved through collegial discussions to achieve a mutually agreeable outcome, the study demonstrated that authorship disagreement can compromise collaboration and scholarly integrity. Through an international survey targeting multidisciplinary research teams, the study revealed the rates of authorship disagreements (naming and ordering) as stratified by discipline and career stages, identified predictors of authorship disagreements, as well as the prevalence of resulting misbehaviour (i.e., hostility, undermining of a colleague's work, cutting corners on research, sabotaging a colleague's research, or producing fraudulent work to be more competitive). The authors also offered some suggestions to support ethical authorship distribution in collaborative research.
* Steneck, N.H. (2007) Chapter 9. Authorship and Publication; [https://ori.hhs.gov/sites/default/files/rcrintro.pdf Introduction to the Responsible Conduct of Research], The Office of Research Integrity, US Department of Health & Human Services. p. 133 - 145.
* The Office of Research Integrity, US Department of Health & Human Services. (n.d.) [https://ori.hhs.gov/sites/default/files/2018-09/Authorship%20Practices%20to%20Avoid%20Conflicts_Rasterized.pdf Infographic: Authorship Practices to Avoid Conflicts].
* Nicholls, S.G., Langan, S.M., Benchimol, E.I., Moher D. (2016). [http://tinyurl.com/yyyo2a8n Reporting Transparency: Making the Ethical Mandate Explicit]. ''BMC Medicine''. 14:44
** Related to data management section above, the authors argues that transparency and quality in research reporting (i.e., publication) play an important role in improving research integrity and fair use of resources and calls for explicit reporting guidelines to support researchers in meeting these ethical obligations.

=== Conflict of Interest and Conflict of Commitment ===
* [https://faseb.org/coi/Tools.aspx Conflict of Interest (COI) Toolkit]. Federation of American Societies for Experimental Biology.
** Recommendations, tools, and resources for the conduct and management of financial relationships developed specifically for investigators, institutions, editors, societies, and industry.
* Davidoff, F., DeAngelis, C.D., Drazen, J.M., Hoey, G., Hojgaard, L., Horton, R., Kotzin, S., Nicholls, M.G., Nylenna, M., Overbeke, A.J.P.M., Sox, H.C., Van Der Weyden, M.B., and Wilkes, M.S. (2001). [http://tinyurl.com/y2654lp6 Sponsorship, authorship, and accountability]. ''The New England Journal of Medicine, 345''(11), 825-827.
** International Committee of Medical Journal Editors highlighted potential conflicts of interest that exist between the author(s) and the research sponsor(s) and offered specific practices for researchers, research sponsors, journal editors, and peer reviewers to manage these potential conflicts of interest and to ensure research integrity.
* Steneck, N.H. (2007) Chapter 5. Conflict of Interest; [https://ori.hhs.gov/sites/default/files/rcrintro.pdf Introduction to the Responsible Conduct of Research], The Office of Research Integrity, US Department of Health & Human Services. p. 67 - 81.
* Policy 97, University of British Columbia. [https://universitycounsel-2015.sites.olt.ubc.ca/files/2019/08/COI-Policy_SC3.pdf?file=2012/02/policy97.pdf Conflict of Interest and Conflict of Commitment].
** In compliance with the Federal Tri-Council agencies regulations, UBC requires all faculty members and active researchers to maintain an up-to-date Conflict of Interest/Commitment declaration on an annual basis. This policy details the process and procedures for disclosure and management of actual and potential conflicts of interests.

=== Collaborative Research ===
* Government-University-Industry Research Roundtable of the National Academy of Sciences, National Academy of Engineering, and the Institute of Medicine. (1999). [https://www.nap.edu/read/9722/chapter/1 Overcoming Barriers to Collaborative Research]. The National Academies Press.
** The report focuses on university-industry collaboration, highlights barriers arising from differences in culture and incentive structure, and offers recommendations for how to enhance collaborative research.
* Smalheiser, N.R., Perkins, G.A., and Jones, S. (2005). [https://journals.plos.org/plosbiology/article?id=10.1371/journal.pbio.0030217 Guidelines for Negotiating Scientific Collaboration]. PLoS Biol. 3(6):e217.
** Authors propose a set of possible guidelines for negotiating varying level of involvement between two academic investigators.
* Steneck, N.H. (2007) Chapter 8. Collaborative Research; [https://ori.hhs.gov/sites/default/files/rcrintro.pdf Introduction to the Responsible Conduct of Research], The Office of Research Integrity, US Department of Health & Human Services. p. 117 - 127.

=== Mentorship and Supervision ===
* Lee, A., Dennis, C., and Campbell, P. (2007). [https://www.nature.com/articles/447791a Nature's Guide for Mentors]. ''Nature''. 447: 791-797.
** Having a good mentor early in your career can mean the difference between success and failure in any field. This article looks at what makes a good mentor.
* Witkn, K. (with significant input from Hanning, B., Schwartz, J., and Owens, R.) [https://www.training.nih.gov/mentoring_guidelines Thoughts on Choosing a Research Mentor]. NIH Office of Intramural Training and Education.
** The article shares some tips and advice on how to choose a research mentor.
* Staines, G.M. (2018). [https://www.hercjobs.org/mentoring-tips-how-to-find-keep-and-be-a-mentor/ Mentoring Tip: How to Find, Keep, and be a Mentor]. Higher Education Recruitment Consortium.
* Steneck, N.H. (2007) Chapter 7. Mentor and Trainee Responsibilities; [https://ori.hhs.gov/sites/default/files/rcrintro.pdf Introduction to the Responsible Conduct of Research], The Office of Research Integrity, US Department of Health & Human Services. p. 103-115.
* The Office of Research Integrity, US Department of Health & Human Services. (n.d.) [https://ori.hhs.gov/sites/default/files/2018-09/5%20Qualities%20of%20Good%20Research%20Mentors_508_Rasterized.pdf 5 Qualities of Good Research Mentors]
* The Office of Research Integrity, US Department of Health & Human Services. (n.d.) [https://ori.hhs.gov/sites/default/files/2018-04/2_Supervisor_tips.pdf 5 Ways Supervisors can Promote Research Integrity]
== Increasing Awareness ==
* Office of the Vice-President Research & Innovation, University of British Columbia. [https://research.ubc.ca/support-resources/scholarly-integrity/findings-scholarly-misconduct Findings of Scholarly Misconduct.]

== Developing Skills ==
=== Ethical Decision Making ===
* Markkula Centre for Applied Ethics at Santa Clara University. (2015). [https://www.scu.edu/ethics/ethics-resources/ethical-decision-making/a-framework-for-ethical-decision-making/ A Framework for Ethical Decision Making].
** This resource defines ethics, provides an overview of five approaches to ethics, and offers a systematic process for exploring ethical dilemmas to identify ethical courses of action.
* The Office of Research Integrity, US Department of Health & Human Services. (n.d.) The Lab: Avoiding Research Misconduct [https://ori.hhs.gov/the-lab Interactive Video] and [https://ori.hhs.gov/TheLab/TheLabGuide.pdf Guide].
** This educational resource demonstrates an ethical decision-making model for various partners of research integrity - graduate student, postdoctoral fellow, principal investigator, and a research integrity officer - through simulations.

=== Conflict Management ===
* Picherack, F., and Aherne, M. (2003) [https://www.grad.ubc.ca/current-students/professional-development/conflict-resolution Conflict Resolution]. Faculty of Graduate and Postdoctoral Studies, University of British Columbia.

== Building Capacity ==

=== Educator Resources ===
* [http://research-ethics.org/ Resources for Research Ethics Education]. Research Ethics Program, UC San Diego.
** The ''purpose'' of this site is to provide resources and tools for teachers of research ethics. The ''goal'' is to promote best practices and evidence-based research ethics education.

Documentation:Open Case Studies/SPPGA/The 2015 European Refugee Crisis

2019-10-02T20:19:08Z

DebChen: Created page with "== Context =="

== Context ==

Sandbox:Responsible Conduct of Research Resources Portal

2019-10-01T21:40:06Z

DebChen:

Welcome to the Responsible Conduct of Research Resources Portal.

== Acquiring Knowledge ==
=== Policy Statements ===
* CIHR, NSERC, SSHRC. (2016). [http://www.rcr.ethics.gc.ca/eng/framework-cadre.html Tri-Council Policy Framework: Responsible Conduct of Research.]
** This Framework document, launched in 2011, replaces the previous integrity policy and related documents, including the [http://www.nserc-crsng.gc.ca/nserc-crsng/policies-politiques/tpsintegrity-picintegritie_eng.asp Tri-Agency Policy Statement: Integrity in Research and Scholarship] (TCPS-I, 1994), the [http://www.nserc-crsng.gc.ca/NSERC-CRSNG/policies-politiques/frameworkintegrity-cadrereferenceintegrite_eng.asp Framework for Tri-Council Review of Institutional Policies Dealing with Integrity in Research] (1996) and the [http://www.nserc-crsng.gc.ca/NSERC-CRSNG/governance-gouvernance/FAQ-FAQ_eng.asp Tri-Agency Process for Addressing Allegations of Non-compliance with Tri-Agency Policies] (2010).
* Hickling, Arthurs, Low Corp, prepared for the Canadian Research Integrity Committee. (2009). [http://www.nserc-crsng.gc.ca/_doc/NSERC-CRSNG/HAL_Report_e.pdf The State of Research Integrity and Misconduct Policies in Canada].
** This document provides an overview of the organizations, policies, and procedures that address research integrity in the Canadian context, complete with an comparative study of eight other countries' research integrity systems.
* Zimmerman, S.V., Wallace, K. (2013). [http://tinyurl.com/yxstzfnk Promoting Responsible Conduct of Research: A Canadian Perspective]. ''Accountability in Research''. 20:395-402.
** This article highlights specific process and governance changes in the Responsible Conduct of Research Framework designed to strengthen and to enhance scholarly integrity in Canada.

=== Regulatory Compliance ===
* Alberts, B., Cicerone, R.J., Fienberg, S.E., Kamb, A., McNutt, M., Nerem, R.M., Schekman, R., Shiffrin, R., Stodden, V., Suresh, S., Zuber, M.T., Pope, B.K., and Jamieson, K.H. (2015). [https://science.sciencemag.org/node/632000.full Self-Correction in Science At Work]. ''Science''. 348 (6242):1420-1422
** The authors argues that revising incentives (with considerations for various parties involved in/affected by research and at various stages of the research lifecycle) will improve scholarly integrity and protect the integrity of science.
* Fanelli, D. (2009). [https://journals.plos.org/plosone/article/file?id=10.1371/journal.pone.0005738&type=printable How Many Scientists Fabricate and Falsify Research? A Systemic Review and Meta-Analysis of Survey Data]. PLoS ONE. 4(5):e5738.
** The first meta-analysis of surveys (from 18 studies) asking about scientists' experiences of misconduct revealed that 2% of scientists admitted to data fabrication or falsification at least once and up to 34% admitted to other questionable research practices, suggesting that the actual frequencies of misconduct could be higher than those reported.

* Office of Research Services, University of British Columbia (n.d.) [https://ors.ubc.ca/compliance-reporting/compliance-requirements Compliance Requirements].
** UBC has established policies and procedures to ensure compliance with the legal and regulatory requirements of the research sponsor. This website serves as a hub for all relevant legal, regulatory and ethical requirements for conducting research.
* Policy 85, University of British Columbia. (2019). [https://universitycounsel-2015.sites.olt.ubc.ca/files/2019/08/Scholarly-Integrity-Policy_SC6.pdf?file=2015/08/policy85.pdf Scholarly Integrity].
** This policy details the responsibilities and standards required of UBC researchers engaged in scholarly activity. It also provides a process for dealing with allegations of scholarly misconduct.

=== Data Management ===
* Committee on National Statistics, National Research Council (2003), [https://www.nap.edu/catalog/2033/sharing-research-data Sharing Research Data]. The National Academies Press
** The Committee on National Statistics highlights the benefits, problems, controversies, and other consequences of sharing research data. The report pays special attention to the needs for and the costs of good documentation to emphasize the importance of careful documentation to facilitate data sharing to enable repetition or extension of the research findings. With these considerations in mind, the committee put forward sixteen (16) general recommendations (aimed at different parties involved in and/or affected by scientific research, such as initial investigators, subsequent analysts, institutions, funding agencies, journal editors, etc.) .
* Committee on Responsibilities of Authorship in the Biological Sciences, National Research Council (2003). [http://www.nap.edu/catalog.php?record_id=10613#toc Sharing Publication-Related Data and Materials: Responsibilities of Authorship in the Life Sciences]. The National Academies Press.
** The Committee on Responsibility of Authorship in the Biological Sciences conducted a study to evaluate the responsibilities of authors in life sciences to share data and materials referenced in their publications. The committee put forward their findings (principles and standard practices) and recommendations on key issues facing the life-sciences community with regards to sharing of publication-related data, software, and materials.
* Faculty of Graduate and Postdoctoral Studies, University of British Columbia. (n.d.) [https://www.grad.ubc.ca/intellectual-property-guide/ownership-data Ownership of Data]
* Faculty of Graduate and Postdoctoral Studies, University of British Columbia. (n.d.) [https://www.grad.ubc.ca/intellectual-property-guide/record-keeping Record Keeping]
* Fields, K.L., Price A.R. (1993). Problems in Research Integrity Arising from Misconceptions about the Ownership of Research. ''Academic Medicine,'' 68(9):S61-S64.
** The authors argues that many allegations of research misconduct originate in misconceptions about the ownership of publicly supported research. In this article, the authors focuses on scientific authorship responsibilities and clarified the rights of scientists, collaborators, and trainees to ideas, materials and grants.
* Panel on Scientific Responsibility and the Conduct of Research, National Academy of Sciences, National Academy of Engineering, Institute of Medicine (1992). [https://www.nap.edu/catalog/1864/responsible-science-ensuring-the-integrity-of-the-research-process-volume ''Responsible Science, Volume I: Ensuring the Integrity of the Research Process''.] The National Academies Press.
** The Panel on Scientific Responsibility and the Conduct of Research explored and examined current research practices, changing research landscape, educational efforts in fostering responsible conduct of research, institutional procedures in handling allegations of misconduct in sciences.The Panel recommends twelve (12) specific actions that all scientists, their institutions, and their sponsors can take to preserve and strengthen the integrity of the research process and also to deal with allegations of misconduct.
* Reich, H. (2019). Minute Physics: [https://www.youtube.com/watch?v=pT19VwBAqKA Protecting Privacy with MATH (Collab with the Census)]. YouTube.
* Steneck, N.H. (2007) Chapter 6. Data Management Practices; [https://ori.hhs.gov/sites/default/files/rcrintro.pdf Introduction to the Responsible Conduct of Research], The Office of Research Integrity, US Department of Health & Human Services. p. 87-101.

=== Writing with Integrity ===
* Learning Commons, University of British Columbia (n.d.) [https://learningcommons.ubc.ca/academic-integrity/ Resource Guides on Academic Integrity].
* The Office of Research Integrity, US Department of Health & Human Services. (n.d.) [https://ori.hhs.gov/sites/default/files/2017-12/8_Ethical_Write.pdf Infographic: Write Ethically from Start to Finish]. (The content was drawn from ORI's module on avoiding plagiarism by Dr. Miguel Roig).
* The Office of Research Integrity, US Department of Health & Human Services. (n.d.) [https://ori.hhs.gov/sites/default/files/2019-02/Tips%20for%20Avoiding%20Plagiarism_Rasterized.pdf Infogaphic: Tips for Avoiding Plagiarism]. (The content was drawn from ORI's module on avoiding plagiarism by Dr. Miguel Roig).

=== Publication and Authorship ===
* Barker, K. (2002). [https://www.sciencemag.org/careers/2002/11/accountability-and-authorship Accountability and Authorship]. ''Science's Next Wave''.
* Cottingham, K. (2001). [https://www.sciencemag.org/careers/2001/03/ethics-authorship-policies-authorship-articles-submitted-scientific-journals The Ethics of Authorship: Policies for Authorship of Articles Submitted to Scientific Journals] ''Science's Next Wave''.
* Faculty of Graduate and Postdoctoral Studies, University of British Columbia. (n.d.) [https://www.grad.ubc.ca/intellectual-property-guide/right-first-authorship Rights to First Authorship]
* Faculty of Graduate and Postdoctoral Studies, University of British Columbia. (n.d.) [https://www.grad.ubc.ca/intellectual-property-guide/co-authorship Co-Authorship]
* International Committee of Medical Journal Editors. (1997). [http://tinyurl.com/y2yuz549 Uniform requirements for manuscripts submitted to biomedical journals]. ''JAMA,'' 277(11):927-934.
** The fifth edition expanded on previous editions on manuscript requirements to increase clarity and address concerns about rights, privacy, descriptions of methods, and other matters. Over 500 journals have adopted the Uniform Requirements.
* Smith, E., Williams-Jones, B., Master, Z., Lariviere, V., Sugimoto, C.R., Paul-Hus, A., Shi, M., and Resnik, D.B. (2019) Misconduct and Misbehaviour Relate to Authorship Disagreements in Collaborative Science.
** While disagreements can be resolved through collegial discussions to achieve a mutually agreeable outcome, the study demonstrated that authorship disagreement can compromise collaboration and scholarly integrity. Through an international survey targeting multidisciplinary research teams, the study revealed the rates of authorship disagreements (naming and ordering) as stratified by discipline and career stages, identified predictors of authorship disagreements, as well as the prevalence of resulting misbehaviour (i.e., hostility, undermining of a colleague's work, cutting corners on research, sabotaging a colleague's research, or producing fraudulent work to be more competitive). The authors also offered some suggestions to support ethical authorship distribution in collaborative research.
* Steneck, N.H. (2007) Chapter 9. Authorship and Publication; [https://ori.hhs.gov/sites/default/files/rcrintro.pdf Introduction to the Responsible Conduct of Research], The Office of Research Integrity, US Department of Health & Human Services. p. 133 - 145.
* The Office of Research Integrity, US Department of Health & Human Services. (n.d.) [https://ori.hhs.gov/sites/default/files/2018-09/Authorship%20Practices%20to%20Avoid%20Conflicts_Rasterized.pdf Infographic: Authorship Practices to Avoid Conflicts].
* Nicholls, S.G., Langan, S.M., Benchimol, E.I., Moher D. (2016). [http://tinyurl.com/yyyo2a8n Reporting Transparency: Making the Ethical Mandate Explicit]. ''BMC Medicine''. 14:44
** Related to data management section above, the authors argues that transparency and quality in research reporting (i.e., publication) play an important role in improving research integrity and fair use of resources and calls for explicit reporting guidelines to support researchers in meeting these ethical obligations.

=== Conflict of Interest and Conflict of Commitment ===
* [https://faseb.org/coi/Tools.aspx Conflict of Interest (COI) Toolkit]. Federation of American Societies for Experimental Biology.
** Recommendations, tools, and resources for the conduct and management of financial relationships developed specifically for investigators, institutions, editors, societies, and industry.
* Davidoff, F., DeAngelis, C.D., Drazen, J.M., Hoey, G., Hojgaard, L., Horton, R., Kotzin, S., Nicholls, M.G., Nylenna, M., Overbeke, A.J.P.M., Sox, H.C., Van Der Weyden, M.B., and Wilkes, M.S. (2001). [http://tinyurl.com/y2654lp6 Sponsorship, authorship, and accountability]. ''The New England Journal of Medicine, 345''(11), 825-827.
** International Committee of Medical Journal Editors highlighted potential conflicts of interest that exist between the author(s) and the research sponsor(s) and offered specific practices for researchers, research sponsors, journal editors, and peer reviewers to manage these potential conflicts of interest and to ensure research integrity.
* Steneck, N.H. (2007) Chapter 5. Conflict of Interest; [https://ori.hhs.gov/sites/default/files/rcrintro.pdf Introduction to the Responsible Conduct of Research], The Office of Research Integrity, US Department of Health & Human Services. p. 67 - 81.
* Policy 97, University of British Columbia. [https://universitycounsel-2015.sites.olt.ubc.ca/files/2019/08/COI-Policy_SC3.pdf?file=2012/02/policy97.pdf Conflict of Interest and Conflict of Commitment].
** In compliance with the Federal Tri-Council agencies regulations, UBC requires all faculty members and active researchers to maintain an up-to-date Conflict of Interest/Commitment declaration on an annual basis. This policy details the process and procedures for disclosure and management of actual and potential conflicts of interests.

=== Collaborative Research ===
* Government-University-Industry Research Roundtable of the National Academy of Sciences, National Academy of Engineering, and the Institute of Medicine. (1999). [https://www.nap.edu/read/9722/chapter/1 Overcoming Barriers to Collaborative Research]. The National Academies Press.
** The report focuses on university-industry collaboration, highlights barriers arising from differences in culture and incentive structure, and offers recommendations for how to enhance collaborative research.
* Smalheiser, N.R., Perkins, G.A., and Jones, S. (2005). [https://journals.plos.org/plosbiology/article?id=10.1371/journal.pbio.0030217 Guidelines for Negotiating Scientific Collaboration]. PLoS Biol. 3(6):e217.
** Authors propose a set of possible guidelines for negotiating varying level of involvement between two academic investigators.
* Steneck, N.H. (2007) Chapter 8. Collaborative Research; [https://ori.hhs.gov/sites/default/files/rcrintro.pdf Introduction to the Responsible Conduct of Research], The Office of Research Integrity, US Department of Health & Human Services. p. 117 - 127.

=== Mentorship and Supervision ===
* Lee, A., Dennis, C., and Campbell, P. (2007). [https://www.nature.com/articles/447791a Nature's Guide for Mentors]. ''Nature''. 447: 791-797.
** Having a good mentor early in your career can mean the difference between success and failure in any field. This article looks at what makes a good mentor.
* Witkn, K. (with significant input from Hanning, B., Schwartz, J., and Owens, R.) [https://www.training.nih.gov/mentoring_guidelines Thoughts on Choosing a Research Mentor]. NIH Office of Intramural Training and Education.
** The article shares some tips and advice on how to choose a research mentor.
* Staines, G.M. (2018). [https://www.hercjobs.org/mentoring-tips-how-to-find-keep-and-be-a-mentor/ Mentoring Tip: How to Find, Keep, and be a Mentor]. Higher Education Recruitment Consortium.
* Steneck, N.H. (2007) Chapter 7. Mentor and Trainee Responsibilities; [https://ori.hhs.gov/sites/default/files/rcrintro.pdf Introduction to the Responsible Conduct of Research], The Office of Research Integrity, US Department of Health & Human Services. p. 103-115.
* The Office of Research Integrity, US Department of Health & Human Services. (n.d.) [https://ori.hhs.gov/sites/default/files/2018-09/5%20Qualities%20of%20Good%20Research%20Mentors_508_Rasterized.pdf 5 Qualities of Good Research Mentors]
* The Office of Research Integrity, US Department of Health & Human Services. (n.d.) [https://ori.hhs.gov/sites/default/files/2018-04/2_Supervisor_tips.pdf 5 Ways Supervisors can Promote Research Integrity]
== Increasing Awareness ==
* Office of the Vice-President Research & Innovation, University of British Columbia. [https://research.ubc.ca/support-resources/scholarly-integrity/findings-scholarly-misconduct Findings of Scholarly Misconduct.]

== Developing Skills ==
=== Ethical Decision Making ===
* Markkula Centre for Applied Ethics at Santa Clara University. (2015). [https://www.scu.edu/ethics/ethics-resources/ethical-decision-making/a-framework-for-ethical-decision-making/ A Framework for Ethical Decision Making].
** This resource defines ethics, provides an overview of five approaches to ethics, and offers a systematic process for exploring ethical dilemmas to identify ethical courses of action.
* The Office of Research Integrity, US Department of Health & Human Services. (n.d.) The Lab: Avoiding Research Misconduct [https://ori.hhs.gov/the-lab Interactive Video] and [https://ori.hhs.gov/TheLab/TheLabGuide.pdf Guide].
** This educational resource demonstrates an ethical decision-making model for various partners of research integrity - graduate student, postdoctoral fellow, principal investigator, and a research integrity officer - through simulations.

=== Conflict Management ===
* Picherack, F., Aherne, M. (2003) [https://www.grad.ubc.ca/current-students/professional-development/conflict-resolution Conflict Resolution]. Faculty of Graduate and Postdoctoral Studies, University of British Columbia.

== Building Capacity ==

=== Educator Resources ===
* [http://research-ethics.org/ Resources for Research Ethics Education]. Research Ethics Program, UC San Diego.
** The ''purpose'' of this site is to provide resources and tools for teachers of research ethics. The ''goal'' is to promote best practices and evidence-based research ethics education.

Sandbox:Responsible Conduct of Research Resources Portal

2019-10-01T21:26:45Z

DebChen:

Welcome to the Responsible Conduct of Research Resources Portal.

== Acquiring Knowledge ==
=== Policy Statements ===
* '''CIHR, NSERC, SSHRC. (2016). [http://www.rcr.ethics.gc.ca/eng/framework-cadre.html Tri-Council Policy Framework: Responsible Conduct of Research.]'''
** This Framework document, launched in 2011, replaces the previous integrity policy and related documents, including the [http://www.nserc-crsng.gc.ca/nserc-crsng/policies-politiques/tpsintegrity-picintegritie_eng.asp Tri-Agency Policy Statement: Integrity in Research and Scholarship] (TCPS-I, 1994), the [http://www.nserc-crsng.gc.ca/NSERC-CRSNG/policies-politiques/frameworkintegrity-cadrereferenceintegrite_eng.asp Framework for Tri-Council Review of Institutional Policies Dealing with Integrity in Research] (1996) and the [http://www.nserc-crsng.gc.ca/NSERC-CRSNG/governance-gouvernance/FAQ-FAQ_eng.asp Tri-Agency Process for Addressing Allegations of Non-compliance with Tri-Agency Policies] (2010).
* '''Hickling, Arthurs, Low Corp, prepared for the Canadian Research Integrity Committee. (2009). [http://www.nserc-crsng.gc.ca/_doc/NSERC-CRSNG/HAL_Report_e.pdf The State of Research Integrity and Misconduct Policies in Canada].'''
** This document provides an overview of the organizations, policies, and procedures that address research integrity in the Canadian context, complete with an comparative study of eight other countries' research integrity systems.
* '''Zimmerman, S.V., Wallace, K. (2013). [http://tinyurl.com/yxstzfnk Promoting Responsible Conduct of Research: A Canadian Perspective]. ''Accountability in Research''. 20:395-402'''.
** This article highlights specific process and governance changes in the Responsible Conduct of Research Framework designed to strengthen and to enhance scholarly integrity in Canada.

=== Regulatory Compliance ===
* '''Alberts, B., Cicerone, R.J., Fienberg, S.E., Kamb, A., McNutt, M., Nerem, R.M., Schekman, R., Shiffrin, R., Stodden, V., Suresh, S., Zuber, M.T., Pope, B.K., and Jamieson, K.H. (2015). [https://science.sciencemag.org/node/632000.full Self-Correction in Science At Work]. ''Science''. 348 (6242):1420-1422'''
** The authors argues that revising incentives (with considerations for various parties involved in/affected by research and at various stages of the research lifecycle) will improve scholarly integrity and protect the integrity of science.
* '''Fanelli, D. (2009). [https://journals.plos.org/plosone/article/file?id=10.1371/journal.pone.0005738&type=printable How Many Scientists Fabricate and Falsify Research? A Systemic Review and Meta-Analysis of Survey Data]. PLoS ONE. 4(5):e5738.'''
** The first meta-analysis of surveys (from 18 studies) asking about scientists' experiences of misconduct revealed that 2% of scientists admitted to data fabrication or falsification at least once and up to 34% admitted to other questionable research practices, suggesting that the actual frequencies of misconduct could be higher than those reported.

* '''Office of Research Services, University of British Columbia (n.d.) [https://ors.ubc.ca/compliance-reporting/compliance-requirements Compliance Requirements].'''
** UBC has established policies and procedures to ensure compliance with the legal and regulatory requirements of the research sponsor. This website serves as a hub for all relevant legal, regulatory and ethical requirements for conducting research.
* '''Policy 85, University of British Columbia. (2019). [https://universitycounsel-2015.sites.olt.ubc.ca/files/2019/08/Scholarly-Integrity-Policy_SC6.pdf?file=2015/08/policy85.pdf Scholarly Integrity].'''
** This policy details the responsibilities and standards required of UBC researchers engaged in scholarly activity. It also provides a process for dealing with allegations of scholarly misconduct.

=== Data Management ===
* '''Committee on National Statistics, National Research Council (2003), [https://www.nap.edu/catalog/2033/sharing-research-data Sharing Research Data]. The National Academies Press'''
** The Committee on National Statistics highlights the benefits, problems, controversies, and other consequences of sharing research data. The report pays special attention to the needs for and the costs of good documentation to emphasize the importance of careful documentation to facilitate data sharing to enable repetition or extension of the research findings. With these considerations in mind, the committee put forward sixteen (16) general recommendations (aimed at different parties involved in and/or affected by scientific research, such as initial investigators, subsequent analysts, institutions, funding agencies, journal editors, etc.) .
* '''Committee on Responsibilities of Authorship in the Biological Sciences, National Research Council (2003). [http://www.nap.edu/catalog.php?record_id=10613#toc Sharing Publication-Related Data and Materials: Responsibilities of Authorship in the Life Sciences]. The National Academies Press.'''
** The Committee on Responsibility of Authorship in the Biological Sciences conducted a study to evaluate the responsibilities of authors in life sciences to share data and materials referenced in their publications. The committee put forward their findings (principles and standard practices) and recommendations on key issues facing the life-sciences community with regards to sharing of publication-related data, software, and materials.
* '''Faculty of Graduate and Postdoctoral Studies, University of British Columbia. (n.d.) [https://www.grad.ubc.ca/intellectual-property-guide/ownership-data Ownership of Data]'''
* '''Faculty of Graduate and Postdoctoral Studies, University of British Columbia. (n.d.) [https://www.grad.ubc.ca/intellectual-property-guide/record-keeping Record Keeping]'''
* '''Fields, K.L., Price A.R. (1993). Problems in Research Integrity Arising from Misconceptions about the Ownership of Research. ''Academic Medicine,'' 68(9):S61-S64.'''
** The authors argues that many allegations of research misconduct originate in misconceptions about the ownership of publicly supported research. In this article, the authors focuses on scientific authorship responsibilities and clarified the rights of scientists, collaborators, and trainees to ideas, materials and grants.
* '''Panel on Scientific Responsibility and the Conduct of Research, National Academy of Sciences, National Academy of Engineering, Institute of Medicine (1992). [https://www.nap.edu/catalog/1864/responsible-science-ensuring-the-integrity-of-the-research-process-volume ''Responsible Science, Volume I: Ensuring the Integrity of the Research Process''.] The National Academies Press.'''
** The Panel on Scientific Responsibility and the Conduct of Research explored and examined current research practices, changing research landscape, educational efforts in fostering responsible conduct of research, institutional procedures in handling allegations of misconduct in sciences.The Panel recommends twelve (12) specific actions that all scientists, their institutions, and their sponsors can take to preserve and strengthen the integrity of the research process and also to deal with allegations of misconduct.
* '''Steneck, N.H. (2007) Chapter 6. Data Management Practices; [https://ori.hhs.gov/sites/default/files/rcrintro.pdf Introduction to the Responsible Conduct of Research], The Office of Research Integrity, US Department of Health & Human Services. p. 87-101.'''

==== Video ====
* '''Reich, H. (2019). Minute Physics: [https://www.youtube.com/watch?v=pT19VwBAqKA Protecting Privacy with MATH (Collab with the Census)]. YouTube.'''

=== Writing with Integrity ===
* '''Learning Commons, University of British Columbia (n.d.) [https://learningcommons.ubc.ca/academic-integrity/ Resource Guides on Academic Integrity].'''
* '''The Office of Research Integrity, US Department of Health & Human Services. (n.d.) [https://ori.hhs.gov/sites/default/files/2017-12/8_Ethical_Write.pdf Infographic: Write Ethically from Start to Finish]. (The content was drawn from ORI's module on avoiding plagiarism by Dr. Miguel Roig).'''
* '''The Office of Research Integrity, US Department of Health & Human Services. (n.d.) [https://ori.hhs.gov/sites/default/files/2019-02/Tips%20for%20Avoiding%20Plagiarism_Rasterized.pdf Infogaphic: Tips for Avoiding Plagiarism]. (The content was drawn from ORI's module on avoiding plagiarism by Dr. Miguel Roig)'''.

=== Publication and Authorship ===
* '''Barker, K. (2002). [https://www.sciencemag.org/careers/2002/11/accountability-and-authorship Accountability and Authorship]. ''Science's Next Wave''.'''
* '''Cottingham, K. (2001). [https://www.sciencemag.org/careers/2001/03/ethics-authorship-policies-authorship-articles-submitted-scientific-journals The Ethics of Authorship: Policies for Authorship of Articles Submitted to Scientific Journals] ''Science's Next Wave''.'''
* '''Faculty of Graduate and Postdoctoral Studies, University of British Columbia. (n.d.) [https://www.grad.ubc.ca/intellectual-property-guide/right-first-authorship Rights to First Authorship]'''
* '''Faculty of Graduate and Postdoctoral Studies, University of British Columbia. (n.d.) [https://www.grad.ubc.ca/intellectual-property-guide/co-authorship Co-Authorship]'''
* '''International Committee of Medical Journal Editors. (1997). [http://tinyurl.com/y2yuz549 Uniform requirements for manuscripts submitted to biomedical journals]. ''JAMA,'' 277(11):927-934.'''
** The fifth edition expanded on previous editions on manuscript requirements to increase clarity and address concerns about rights, privacy, descriptions of methods, and other matters. Over 500 journals have adopted the Uniform Requirements.
* '''Smith, E., Williams-Jones, B., Master, Z., Lariviere, V., Sugimoto, C.R., Paul-Hus, A., Shi, M., and Resnik, D.B. (2019) Misconduct and Misbehaviour Relate to Authorship Disagreements in Collaborative Science.'''
** While disagreements can be resolved through collegial discussions to achieve a mutually agreeable outcome, the study demonstrated that authorship disagreement can compromise collaboration and scholarly integrity. Through an international survey targeting multidisciplinary research teams, the study revealed the rates of authorship disagreements (naming and ordering) as stratified by discipline and career stages, identified predictors of authorship disagreements, as well as the prevalence of resulting misbehaviour (i.e., hostility, undermining of a colleague's work, cutting corners on research, sabotaging a colleague's research, or producing fraudulent work to be more competitive). The authors also offered some suggestions to support ethical authorship distribution in collaborative research.
* '''Steneck, N.H. (2007) Chapter 9. Authorship and Publication; [https://ori.hhs.gov/sites/default/files/rcrintro.pdf Introduction to the Responsible Conduct of Research], The Office of Research Integrity, US Department of Health & Human Services. p. 133 - 145.'''
* '''The Office of Research Integrity, US Department of Health & Human Services. (n.d.) [https://ori.hhs.gov/sites/default/files/2018-09/Authorship%20Practices%20to%20Avoid%20Conflicts_Rasterized.pdf Infographic: Authorship Practices to Avoid Conflicts].'''
* '''Nicholls, S.G., Langan, S.M., Benchimol, E.I., Moher D. (2016). [http://tinyurl.com/yyyo2a8n Reporting Transparency: Making the Ethical Mandate Explicit]. ''BMC Medicine''. 14:44'''
** Related to data management section above, the authors argues that transparency and quality in research reporting (i.e., publication) play an important role in improving research integrity and fair use of resources and calls for explicit reporting guidelines to support researchers in meeting these ethical obligations.

=== Conflict of Interest and Conflict of Commitment ===
* '''[https://faseb.org/coi/Tools.aspx Conflict of Interest (COI) Toolkit]. Federation of American Societies for Experimental Biology.'''
** Recommendations, tools, and resources for the conduct and management of financial relationships developed specifically for investigators, institutions, editors, societies, and industry.
* '''Davidoff, F., DeAngelis, C.D., Drazen, J.M., Hoey, G., Hojgaard, L., Horton, R., Kotzin, S., Nicholls, M.G., Nylenna, M., Overbeke, A.J.P.M., Sox, H.C., Van Der Weyden, M.B., and Wilkes, M.S. (2001). [http://tinyurl.com/y2654lp6 Sponsorship, authorship, and accountability]. ''The New England Journal of Medicine, 345''(11), 825-827.'''
** International Committee of Medical Journal Editors highlighted potential conflicts of interest that exist between the author(s) and the research sponsor(s) and offered specific practices for researchers, research sponsors, journal editors, and peer reviewers to manage these potential conflicts of interest and to ensure research integrity.
* '''Steneck, N.H. (2007) Chapter 5. Conflict of Interest; [https://ori.hhs.gov/sites/default/files/rcrintro.pdf Introduction to the Responsible Conduct of Research], The Office of Research Integrity, US Department of Health & Human Services. p. 67 - 81.'''
* '''Policy 97, University of British Columbia. [https://universitycounsel-2015.sites.olt.ubc.ca/files/2019/08/COI-Policy_SC3.pdf?file=2012/02/policy97.pdf Conflict of Interest and Conflict of Commitment]'''.
** In compliance with the Federal Tri-Council agencies regulations, UBC requires all faculty members and active researchers to maintain an up-to-date Conflict of Interest/Commitment declaration on an annual basis. This policy details the process and procedures for disclosure and management of actual and potential conflicts of interests.

=== Collaborative Research ===
* '''Government-University-Industry Research Roundtable of the National Academy of Sciences, National Academy of Engineering, and the Institute of Medicine. (1999). [https://www.nap.edu/read/9722/chapter/1 Overcoming Barriers to Collaborative Research]. The National Academies Press.'''
** The report focuses on university-industry collaboration, highlights barriers arising from differences in culture and incentive structure, and offers recommendations for how to enhance collaborative research.
* '''Smalheiser, N.R., Perkins, G.A., and Jones, S. (2005). [https://journals.plos.org/plosbiology/article?id=10.1371/journal.pbio.0030217 Guidelines for Negotiating Scientific Collaboration]. PLoS Biol. 3(6):e217.'''
** Authors propose a set of possible guidelines for negotiating varying level of involvement between two academic investigators.
* '''Steneck, N.H. (2007) Chapter 8. Collaborative Research; [https://ori.hhs.gov/sites/default/files/rcrintro.pdf Introduction to the Responsible Conduct of Research], The Office of Research Integrity, US Department of Health & Human Services. p. 117 - 127.'''

=== Mentorship and Supervision ===
* '''Lee, A., Dennis, C., and Campbell, P. (2007). [https://www.nature.com/articles/447791a Nature's Guide for Mentors]. ''Nature''. 447: 791-797'''.
** Having a good mentor early in your career can mean the difference between success and failure in any field. This article looks at what makes a good mentor.
* '''Witkn, K. (with significant input from Hanning, B., Schwartz, J., and Owens, R.) [https://www.training.nih.gov/mentoring_guidelines Thoughts on Choosing a Research Mentor]. NIH Office of Intramural Training and Education.'''
** The article shares some tips and advice on how to choose a research mentor.
* '''Staines, G.M. (2018). [https://www.hercjobs.org/mentoring-tips-how-to-find-keep-and-be-a-mentor/ Mentoring Tip: How to Find, Keep, and be a Mentor]. Higher Education Recruitment Consortium.'''
* '''Steneck, N.H. (2007) Chapter 7. Mentor and Trainee Responsibilities; [https://ori.hhs.gov/sites/default/files/rcrintro.pdf Introduction to the Responsible Conduct of Research], The Office of Research Integrity, US Department of Health & Human Services. p. 103-115.'''
* '''The Office of Research Integrity, US Department of Health & Human Services. (n.d.) [https://ori.hhs.gov/sites/default/files/2018-09/5%20Qualities%20of%20Good%20Research%20Mentors_508_Rasterized.pdf 5 Qualities of Good Research Mentors]'''
* '''The Office of Research Integrity, US Department of Health & Human Services. (n.d.) [https://ori.hhs.gov/sites/default/files/2018-04/2_Supervisor_tips.pdf 5 Ways Supervisors can Promote Research Integrity]'''
== Increasing Awareness ==
== Developing Skills ==
=== Ethical Decision Making ===
* '''Markkula Centre for Applied Ethics at Santa Clara University. (2015). [https://www.scu.edu/ethics/ethics-resources/ethical-decision-making/a-framework-for-ethical-decision-making/ A Framework for Ethical Decision Making].'''
** This resource defines ethics, provides an overview of five approaches to ethics, and offers a systematic process for exploring ethical dilemmas to identify ethical courses of action.
* '''The Office of Research Integrity, US Department of Health & Human Services. (n.d.) The Lab: Avoiding Research Misconduct [https://ori.hhs.gov/the-lab Interactive Video] and [https://ori.hhs.gov/TheLab/TheLabGuide.pdf Guide].'''
** This educational resource demonstrates an ethical decision-making model for various partners of research integrity - graduate student, postdoctoral fellow, principal investigator, and a research integrity officer - through simulations.

== Building Capacity ==

Sandbox:Responsible Conduct of Research Resources Portal

2019-09-26T15:20:38Z

DebChen: /* Data Management */

Welcome to the Responsible Conduct of Research Resources Portal.

== Policy Statements ==
* '''CIHR, NSERC, SSHRC. (2016). [http://www.rcr.ethics.gc.ca/eng/framework-cadre.html Tri-Council Policy Framework: Responsible Conduct of Research.]'''
** This Framework document, launched in 2011, replaces the previous integrity policy and related documents, including the [http://www.nserc-crsng.gc.ca/nserc-crsng/policies-politiques/tpsintegrity-picintegritie_eng.asp Tri-Agency Policy Statement: Integrity in Research and Scholarship] (TCPS-I, 1994), the [http://www.nserc-crsng.gc.ca/NSERC-CRSNG/policies-politiques/frameworkintegrity-cadrereferenceintegrite_eng.asp Framework for Tri-Council Review of Institutional Policies Dealing with Integrity in Research] (1996) and the [http://www.nserc-crsng.gc.ca/NSERC-CRSNG/governance-gouvernance/FAQ-FAQ_eng.asp Tri-Agency Process for Addressing Allegations of Non-compliance with Tri-Agency Policies] (2010).
* '''Hickling, Arthurs, Low Corp, prepared for the Canadian Research Integrity Committee. (2009). [http://www.nserc-crsng.gc.ca/_doc/NSERC-CRSNG/HAL_Report_e.pdf The State of Research Integrity and Misconduct Policies in Canada].'''
** This document provides an overview of the organizations, policies, and procedures that address research integrity in the Canadian context, complete with an comparative study of eight other countries' research integrity systems.
* '''Zimmerman, S.V., Wallace, K. (2013). [http://tinyurl.com/yxstzfnk Promoting Responsible Conduct of Research: A Canadian Perspective]. ''Accountability in Research''. 20:395-402'''.
** This article highlights specific process and governance changes in the Responsible Conduct of Research Framework designed to strengthen and to enhance scholarly integrity in Canada.

== Decision Making Framework ==
* '''Markkula Centre for Applied Ethics at Santa Clara University. (2015). [https://www.scu.edu/ethics/ethics-resources/ethical-decision-making/a-framework-for-ethical-decision-making/ A Framework for Ethical Decision Making].'''
** This resource defines ethics, provides an overview of five approaches to ethics, and offers a systematic process for exploring ethical dilemmas to identify ethical courses of action.
* '''The Office of Research Integrity, US Department of Health & Human Services. (n.d.) The Lab: Avoiding Research Misconduct [https://ori.hhs.gov/the-lab Interactive Video] and [https://ori.hhs.gov/TheLab/TheLabGuide.pdf Guide].'''
** This educational resource demonstrates an ethical decision-making model for various partners of research integrity - graduate student, postdoctoral fellow, principal investigator, and a research integrity officer - through simulations.

== Regulatory Compliance ==
* '''Alberts, B., Cicerone, R.J., Fienberg, S.E., Kamb, A., McNutt, M., Nerem, R.M., Schekman, R., Shiffrin, R., Stodden, V., Suresh, S., Zuber, M.T., Pope, B.K., and Jamieson, K.H. (2015). [https://science.sciencemag.org/node/632000.full Self-Correction in Science At Work]. ''Science''. 348 (6242):1420-1422'''
** The authors argues that revising incentives (with considerations for various parties involved in/affected by research and at various stages of the research lifecycle) will improve scholarly integrity and protect the integrity of science.
* '''Fanelli, D. (2009). [https://journals.plos.org/plosone/article/file?id=10.1371/journal.pone.0005738&type=printable How Many Scientists Fabricate and Falsify Research? A Systemic Review and Meta-Analysis of Survey Data]. PLoS ONE. 4(5):e5738.'''
** The first meta-analysis of surveys (from 18 studies) asking about scientists' experiences of misconduct revealed that 2% of scientists admitted to data fabrication or falsification at least once and up to 34% admitted to other questionable research practices, suggesting that the actual frequencies of misconduct could be higher than those reported.

* '''Office of Research Services, University of British Columbia (n.d.) [https://ors.ubc.ca/compliance-reporting/compliance-requirements Compliance Requirements].'''
** UBC has established policies and procedures to ensure compliance with the legal and regulatory requirements of the research sponsor. This website serves as a hub for all relevant legal, regulatory and ethical requirements for conducting research.
* '''Policy 85, University of British Columbia. (2019). [https://universitycounsel-2015.sites.olt.ubc.ca/files/2019/08/Scholarly-Integrity-Policy_SC6.pdf?file=2015/08/policy85.pdf Scholarly Integrity].'''
** This policy details the responsibilities and standards required of UBC researchers engaged in scholarly activity. It also provides a process for dealing with allegations of scholarly misconduct.

== Data Management ==
* '''Committee on National Statistics, National Research Council (2003), [https://www.nap.edu/catalog/2033/sharing-research-data Sharing Research Data]. The National Academies Press'''
** The Committee on National Statistics highlights the benefits, problems, controversies, and other consequences of sharing research data. The report pays special attention to the needs for and the costs of good documentation to emphasize the importance of careful documentation to facilitate data sharing to enable repetition or extension of the research findings. With these considerations in mind, the committee put forward sixteen (16) general recommendations (aimed at different parties involved in and/or affected by scientific research, such as initial investigators, subsequent analysts, institutions, funding agencies, journal editors, etc.) .
* '''Committee on Responsibilities of Authorship in the Biological Sciences, National Research Council (2003). [http://www.nap.edu/catalog.php?record_id=10613#toc Sharing Publication-Related Data and Materials: Responsibilities of Authorship in the Life Sciences]. The National Academies Press.'''
** The Committee on Responsibility of Authorship in the Biological Sciences conducted a study to evaluate the responsibilities of authors in life sciences to share data and materials referenced in their publications. The committee put forward their findings (principles and standard practices) and recommendations on key issues facing the life-sciences community with regards to sharing of publication-related data, software, and materials.
* '''Faculty of Graduate and Postdoctoral Studies, University of British Columbia. (n.d.) [https://www.grad.ubc.ca/intellectual-property-guide/ownership-data Ownership of Data]'''
* '''Faculty of Graduate and Postdoctoral Studies, University of British Columbia. (n.d.) [https://www.grad.ubc.ca/intellectual-property-guide/record-keeping Record Keeping]'''
* '''Fields, K.L., Price A.R. (1993). Problems in Research Integrity Arising from Misconceptions about the Ownership of Research. ''Academic Medicine,'' 68(9):S61-S64.'''
** The authors argues that many allegations of research misconduct originate in misconceptions about the ownership of publicly supported research. In this article, the authors focuses on scientific authorship responsibilities and clarified the rights of scientists, collaborators, and trainees to ideas, materials and grants.
* '''Panel on Scientific Responsibility and the Conduct of Research, National Academy of Sciences, National Academy of Engineering, Institute of Medicine (1992). [https://www.nap.edu/catalog/1864/responsible-science-ensuring-the-integrity-of-the-research-process-volume ''Responsible Science, Volume I: Ensuring the Integrity of the Research Process''.] The National Academies Press.'''
** The Panel on Scientific Responsibility and the Conduct of Research explored and examined current research practices, changing research landscape, educational efforts in fostering responsible conduct of research, institutional procedures in handling allegations of misconduct in sciences.The Panel recommends twelve (12) specific actions that all scientists, their institutions, and their sponsors can take to preserve and strengthen the integrity of the research process and also to deal with allegations of misconduct.
* '''Steneck, N.H. (2007) Chapter 6. Data Management Practices; [https://ori.hhs.gov/sites/default/files/rcrintro.pdf Introduction to the Responsible Conduct of Research], The Office of Research Integrity, US Department of Health & Human Services. p. 87-101.'''

==== Video ====
* '''Reich, H. (2019). Minute Physics: [https://www.youtube.com/watch?v=pT19VwBAqKA Protecting Privacy with MATH (Collab with the Census)]. YouTube.'''

== Publication and Authorship ==
* '''Barker, K. (2002). [https://www.sciencemag.org/careers/2002/11/accountability-and-authorship Accountability and Authorship]. ''Science's Next Wave''.'''
* '''Cottingham, K. (2001). [https://www.sciencemag.org/careers/2001/03/ethics-authorship-policies-authorship-articles-submitted-scientific-journals The Ethics of Authorship: Policies for Authorship of Articles Submitted to Scientific Journals] ''Science's Next Wave''.'''
* '''Faculty of Graduate and Postdoctoral Studies, University of British Columbia. (n.d.) [https://www.grad.ubc.ca/intellectual-property-guide/right-first-authorship Rights to First Authorship]'''
* '''Faculty of Graduate and Postdoctoral Studies, University of British Columbia. (n.d.) [https://www.grad.ubc.ca/intellectual-property-guide/co-authorship Co-Authorship]'''
* '''International Committee of Medical Journal Editors. (1997). [http://tinyurl.com/y2yuz549 Uniform requirements for manuscripts submitted to biomedical journals]. ''JAMA,'' 277(11):927-934.'''
** The fifth edition expanded on previous editions on manuscript requirements to increase clarity and address concerns about rights, privacy, descriptions of methods, and other matters. Over 500 journals have adopted the Uniform Requirements.
* '''Smith, E., Williams-Jones, B., Master, Z., Lariviere, V., Sugimoto, C.R., Paul-Hus, A., Shi, M., and Resnik, D.B. (2019) Misconduct and Misbehaviour Relate to Authorship Disagreements in Collaborative Science.'''
** While disagreements can be resolved through collegial discussions to achieve a mutually agreeable outcome, the study demonstrated that authorship disagreement can compromise collaboration and scholarly integrity. Through an international survey targeting multidisciplinary research teams, the study revealed the rates of authorship disagreements (naming and ordering) as stratified by discipline and career stages, identified predictors of authorship disagreements, as well as the prevalence of resulting misbehaviour (i.e., hostility, undermining of a colleague's work, cutting corners on research, sabotaging a colleague's research, or producing fraudulent work to be more competitive). The authors also offered some suggestions to support ethical authorship distribution in collaborative research.
* '''Steneck, N.H. (2007) Chapter 9. Authorship and Publication; [https://ori.hhs.gov/sites/default/files/rcrintro.pdf Introduction to the Responsible Conduct of Research], The Office of Research Integrity, US Department of Health & Human Services. p. 133 - 145.'''
* '''The Office of Research Integrity, US Department of Health & Human Services. (n.d.) [https://ori.hhs.gov/sites/default/files/2018-09/Authorship%20Practices%20to%20Avoid%20Conflicts_Rasterized.pdf Infographic: Authorship Practices to Avoid Conflicts].'''
* '''Nicholls, S.G., Langan, S.M., Benchimol, E.I., Moher D. (2016). [http://tinyurl.com/yyyo2a8n Reporting Transparency: Making the Ethical Mandate Explicit]. ''BMC Medicine''. 14:44'''
** Related to data management section above, the authors argues that transparency and quality in research reporting (i.e., publication) play an important role in improving research integrity and fair use of resources and calls for explicit reporting guidelines to support researchers in meeting these ethical obligations.

== Plagiarism ==
* '''Learning Commons, University of British Columbia (n.d.) [https://learningcommons.ubc.ca/academic-integrity/ Resource Guides on Academic Integrity].'''
* '''The Office of Research Integrity, US Department of Health & Human Services. (n.d.) [https://ori.hhs.gov/sites/default/files/2017-12/8_Ethical_Write.pdf Infographic: Write Ethically from Start to Finish]. (The content was drawn from ORI's module on avoiding plagiarism by Dr. Miguel Roig).'''
* '''The Office of Research Integrity, US Department of Health & Human Services. (n.d.) [https://ori.hhs.gov/sites/default/files/2019-02/Tips%20for%20Avoiding%20Plagiarism_Rasterized.pdf Infogaphic: Tips for Avoiding Plagiarism]. (The content was drawn from ORI's module on avoiding plagiarism by Dr. Miguel Roig)'''.

== Conflict of Interest and Conflict of Commitment ==
* '''[https://faseb.org/coi/Tools.aspx Conflict of Interest (COI) Toolkit]. Federation of American Societies for Experimental Biology.'''
** Recommendations, tools, and resources for the conduct and management of financial relationships developed specifically for investigators, institutions, editors, societies, and industry.
* '''Davidoff, F., DeAngelis, C.D., Drazen, J.M., Hoey, G., Hojgaard, L., Horton, R., Kotzin, S., Nicholls, M.G., Nylenna, M., Overbeke, A.J.P.M., Sox, H.C., Van Der Weyden, M.B., and Wilkes, M.S. (2001). [http://tinyurl.com/y2654lp6 Sponsorship, authorship, and accountability]. ''The New England Journal of Medicine, 345''(11), 825-827.'''
** International Committee of Medical Journal Editors highlighted potential conflicts of interest that exist between the author(s) and the research sponsor(s) and offered specific practices for researchers, research sponsors, journal editors, and peer reviewers to manage these potential conflicts of interest and to ensure research integrity.
* '''Steneck, N.H. (2007) Chapter 5. Conflict of Interest; [https://ori.hhs.gov/sites/default/files/rcrintro.pdf Introduction to the Responsible Conduct of Research], The Office of Research Integrity, US Department of Health & Human Services. p. 67 - 81.'''
* '''Policy 97, University of British Columbia. [https://universitycounsel-2015.sites.olt.ubc.ca/files/2019/08/COI-Policy_SC3.pdf?file=2012/02/policy97.pdf Conflict of Interest and Conflict of Commitment]'''.
** In compliance with the Federal Tri-Council agencies regulations, UBC requires all faculty members and active researchers to maintain an up-to-date Conflict of Interest/Commitment declaration on an annual basis. This policy details the process and procedures for disclosure and management of actual and potential conflicts of interests.

== Collaborative Research ==
* '''Government-University-Industry Research Roundtable of the National Academy of Sciences, National Academy of Engineering, and the Institute of Medicine. (1999). [https://www.nap.edu/read/9722/chapter/1 Overcoming Barriers to Collaborative Research]. The National Academies Press.'''
** The report focuses on university-industry collaboration, highlights barriers arising from differences in culture and incentive structure, and offers recommendations for how to enhance collaborative research.
* '''Smalheiser, N.R., Perkins, G.A., and Jones, S. (2005). [https://journals.plos.org/plosbiology/article?id=10.1371/journal.pbio.0030217 Guidelines for Negotiating Scientific Collaboration]. PLoS Biol. 3(6):e217.'''
** Authors propose a set of possible guidelines for negotiating varying level of involvement between two academic investigators.
* '''Steneck, N.H. (2007) Chapter 8. Collaborative Research; [https://ori.hhs.gov/sites/default/files/rcrintro.pdf Introduction to the Responsible Conduct of Research], The Office of Research Integrity, US Department of Health & Human Services. p. 117 - 127.'''

== Mentorship and Supervision ==
* '''Lee, A., Dennis, C., and Campbell, P. (2007). [https://www.nature.com/articles/447791a Nature's Guide for Mentors]. ''Nature''. 447: 791-797'''.
** Having a good mentor early in your career can mean the difference between success and failure in any field. This article looks at what makes a good mentor.
* '''Witkn, K. (with significant input from Hanning, B., Schwartz, J., and Owens, R.) [https://www.training.nih.gov/mentoring_guidelines Thoughts on Choosing a Research Mentor]. NIH Office of Intramural Training and Education.'''
** The article shares some tips and advice on how to choose a research mentor.
* '''Staines, G.M. (2018). [https://www.hercjobs.org/mentoring-tips-how-to-find-keep-and-be-a-mentor/ Mentoring Tip: How to Find, Keep, and be a Mentor]. Higher Education Recruitment Consortium.'''
* '''Steneck, N.H. (2007) Chapter 7. Mentor and Trainee Responsibilities; [https://ori.hhs.gov/sites/default/files/rcrintro.pdf Introduction to the Responsible Conduct of Research], The Office of Research Integrity, US Department of Health & Human Services. p. 103-115.'''
* '''The Office of Research Integrity, US Department of Health & Human Services. (n.d.) [https://ori.hhs.gov/sites/default/files/2018-09/5%20Qualities%20of%20Good%20Research%20Mentors_508_Rasterized.pdf 5 Qualities of Good Research Mentors]'''
* '''The Office of Research Integrity, US Department of Health & Human Services. (n.d.) [https://ori.hhs.gov/sites/default/files/2018-04/2_Supervisor_tips.pdf 5 Ways Supervisors can Promote Research Integrity]'''

Sandbox:Responsible Conduct of Research Resources Portal

2019-09-20T20:06:46Z

DebChen:

Welcome to the Responsible Conduct of Research Resources Portal.

== Policy Statements ==
* '''CIHR, NSERC, SSHRC. (2016). [http://www.rcr.ethics.gc.ca/eng/framework-cadre.html Tri-Council Policy Framework: Responsible Conduct of Research.]'''
** This Framework document, launched in 2011, replaces the previous integrity policy and related documents, including the [http://www.nserc-crsng.gc.ca/nserc-crsng/policies-politiques/tpsintegrity-picintegritie_eng.asp Tri-Agency Policy Statement: Integrity in Research and Scholarship] (TCPS-I, 1994), the [http://www.nserc-crsng.gc.ca/NSERC-CRSNG/policies-politiques/frameworkintegrity-cadrereferenceintegrite_eng.asp Framework for Tri-Council Review of Institutional Policies Dealing with Integrity in Research] (1996) and the [http://www.nserc-crsng.gc.ca/NSERC-CRSNG/governance-gouvernance/FAQ-FAQ_eng.asp Tri-Agency Process for Addressing Allegations of Non-compliance with Tri-Agency Policies] (2010).
* '''Hickling, Arthurs, Low Corp, prepared for the Canadian Research Integrity Committee. (2009). [http://www.nserc-crsng.gc.ca/_doc/NSERC-CRSNG/HAL_Report_e.pdf The State of Research Integrity and Misconduct Policies in Canada].'''
** This document provides an overview of the organizations, policies, and procedures that address research integrity in the Canadian context, complete with an comparative study of eight other countries' research integrity systems.
* '''Zimmerman, S.V., Wallace, K. (2013). [http://tinyurl.com/yxstzfnk Promoting Responsible Conduct of Research: A Canadian Perspective]. ''Accountability in Research''. 20:395-402'''.
** This article highlights specific process and governance changes in the Responsible Conduct of Research Framework designed to strengthen and to enhance scholarly integrity in Canada.

== Decision Making Framework ==
* '''Markkula Centre for Applied Ethics at Santa Clara University. (2015). [https://www.scu.edu/ethics/ethics-resources/ethical-decision-making/a-framework-for-ethical-decision-making/ A Framework for Ethical Decision Making].'''
** This resource defines ethics, provides an overview of five approaches to ethics, and offers a systematic process for exploring ethical dilemmas to identify ethical courses of action.
* '''The Office of Research Integrity, US Department of Health & Human Services. (n.d.) The Lab: Avoiding Research Misconduct [https://ori.hhs.gov/the-lab Interactive Video] and [https://ori.hhs.gov/TheLab/TheLabGuide.pdf Guide].'''
** This educational resource demonstrates an ethical decision-making model for various partners of research integrity - graduate student, postdoctoral fellow, principal investigator, and a research integrity officer - through simulations.

== Regulatory Compliance ==
* '''Alberts, B., Cicerone, R.J., Fienberg, S.E., Kamb, A., McNutt, M., Nerem, R.M., Schekman, R., Shiffrin, R., Stodden, V., Suresh, S., Zuber, M.T., Pope, B.K., and Jamieson, K.H. (2015). [https://science.sciencemag.org/node/632000.full Self-Correction in Science At Work]. ''Science''. 348 (6242):1420-1422'''
** The authors argues that revising incentives (with considerations for various parties involved in/affected by research and at various stages of the research lifecycle) will improve scholarly integrity and protect the integrity of science.
* '''Fanelli, D. (2009). [https://journals.plos.org/plosone/article/file?id=10.1371/journal.pone.0005738&type=printable How Many Scientists Fabricate and Falsify Research? A Systemic Review and Meta-Analysis of Survey Data]. PLoS ONE. 4(5):e5738.'''
** The first meta-analysis of surveys (from 18 studies) asking about scientists' experiences of misconduct revealed that 2% of scientists admitted to data fabrication or falsification at least once and up to 34% admitted to other questionable research practices, suggesting that the actual frequencies of misconduct could be higher than those reported.

* '''Office of Research Services, University of British Columbia (n.d.) [https://ors.ubc.ca/compliance-reporting/compliance-requirements Compliance Requirements].'''
** UBC has established policies and procedures to ensure compliance with the legal and regulatory requirements of the research sponsor. This website serves as a hub for all relevant legal, regulatory and ethical requirements for conducting research.
* '''Policy 85, University of British Columbia. (2019). [https://universitycounsel-2015.sites.olt.ubc.ca/files/2019/08/Scholarly-Integrity-Policy_SC6.pdf?file=2015/08/policy85.pdf Scholarly Integrity].'''
** This policy details the responsibilities and standards required of UBC researchers engaged in scholarly activity. It also provides a process for dealing with allegations of scholarly misconduct.

== Data Management ==
* '''Committee on National Statistics, National Research Council (2003), [https://www.nap.edu/catalog/2033/sharing-research-data Sharing Research Data]. The National Academies Press'''
** The Committee on National Statistics highlights the benefits, problems, controversies, and other consequences of sharing research data. The report pays special attention to the needs for and the costs of good documentation to emphasize the importance of careful documentation to facilitate data sharing to enable repetition or extension of the research findings. With these considerations in mind, the committee put forward sixteen (16) general recommendations (aimed at different parties involved in and/or affected by scientific research, such as initial investigators, subsequent analysts, institutions, funding agencies, journal editors, etc.) .
* '''Committee on Responsibilities of Authorship in the Biological Sciences, National Research Council (2003). [http://www.nap.edu/catalog.php?record_id=10613#toc Sharing Publication-Related Data and Materials: Responsibilities of Authorship in the Life Sciences]. The National Academies Press.'''
** The Committee on Responsibility of Authorship in the Biological Sciences conducted a study to evaluate the responsibilities of authors in life sciences to share data and materials referenced in their publications. The committee put forward their findings (principles and standard practices) and recommendations on key issues facing the life-sciences community with regards to sharing of publication-related data, software, and materials.
* '''Faculty of Graduate and Postdoctoral Studies, University of British Columbia. (n.d.) [https://www.grad.ubc.ca/intellectual-property-guide/ownership-data Ownership of Data]'''
* '''Faculty of Graduate and Postdoctoral Studies, University of British Columbia. (n.d.) [https://www.grad.ubc.ca/intellectual-property-guide/record-keeping Record Keeping]'''
* '''Fields, K.L., Price A.R. (1993). Problems in Research Integrity Arising from Misconceptions about the Ownership of Research. ''Academic Medicine,'' 68(9):S61-S64.'''
** The authors argues that many allegations of research misconduct originate in misconceptions about the ownership of publicly supported research. In this article, the authors focuses on scientific authorship responsibilities and clarified the rights of scientists, collaborators, and trainees to ideas, materials and grants.
* '''Panel on Scientific Responsibility and the Conduct of Research, National Academy of Sciences, National Academy of Engineering, Institute of Medicine (1992). [https://www.nap.edu/catalog/1864/responsible-science-ensuring-the-integrity-of-the-research-process-volume ''Responsible Science, Volume I: Ensuring the Integrity of the Research Process''.] The National Academies Press.'''
** The Panel on Scientific Responsibility and the Conduct of Research explored and examined current research practices, changing research landscape, educational efforts in fostering responsible conduct of research, institutional procedures in handling allegations of misconduct in sciences.The Panel recommends twelve (12) specific actions that all scientists, their institutions, and their sponsors can take to preserve and strengthen the integrity of the research process and also to deal with allegations of misconduct.
* '''Steneck, N.H. (2007) Chapter 6. Data Management Practices; [https://ori.hhs.gov/sites/default/files/rcrintro.pdf Introduction to the Responsible Conduct of Research], The Office of Research Integrity, US Department of Health & Human Services. p. 87-101.'''

== Publication and Authorship ==
* '''Barker, K. (2002). [https://www.sciencemag.org/careers/2002/11/accountability-and-authorship Accountability and Authorship]. ''Science's Next Wave''.'''
* '''Cottingham, K. (2001). [https://www.sciencemag.org/careers/2001/03/ethics-authorship-policies-authorship-articles-submitted-scientific-journals The Ethics of Authorship: Policies for Authorship of Articles Submitted to Scientific Journals] ''Science's Next Wave''.'''
* '''Faculty of Graduate and Postdoctoral Studies, University of British Columbia. (n.d.) [https://www.grad.ubc.ca/intellectual-property-guide/right-first-authorship Rights to First Authorship]'''
* '''Faculty of Graduate and Postdoctoral Studies, University of British Columbia. (n.d.) [https://www.grad.ubc.ca/intellectual-property-guide/co-authorship Co-Authorship]'''
* '''International Committee of Medical Journal Editors. (1997). [http://tinyurl.com/y2yuz549 Uniform requirements for manuscripts submitted to biomedical journals]. ''JAMA,'' 277(11):927-934.'''
** The fifth edition expanded on previous editions on manuscript requirements to increase clarity and address concerns about rights, privacy, descriptions of methods, and other matters. Over 500 journals have adopted the Uniform Requirements.
* '''Smith, E., Williams-Jones, B., Master, Z., Lariviere, V., Sugimoto, C.R., Paul-Hus, A., Shi, M., and Resnik, D.B. (2019) Misconduct and Misbehaviour Relate to Authorship Disagreements in Collaborative Science.'''
** While disagreements can be resolved through collegial discussions to achieve a mutually agreeable outcome, the study demonstrated that authorship disagreement can compromise collaboration and scholarly integrity. Through an international survey targeting multidisciplinary research teams, the study revealed the rates of authorship disagreements (naming and ordering) as stratified by discipline and career stages, identified predictors of authorship disagreements, as well as the prevalence of resulting misbehaviour (i.e., hostility, undermining of a colleague's work, cutting corners on research, sabotaging a colleague's research, or producing fraudulent work to be more competitive). The authors also offered some suggestions to support ethical authorship distribution in collaborative research.
* '''Steneck, N.H. (2007) Chapter 9. Authorship and Publication; [https://ori.hhs.gov/sites/default/files/rcrintro.pdf Introduction to the Responsible Conduct of Research], The Office of Research Integrity, US Department of Health & Human Services. p. 133 - 145.'''
* '''The Office of Research Integrity, US Department of Health & Human Services. (n.d.) [https://ori.hhs.gov/sites/default/files/2018-09/Authorship%20Practices%20to%20Avoid%20Conflicts_Rasterized.pdf Infographic: Authorship Practices to Avoid Conflicts].'''
* '''Nicholls, S.G., Langan, S.M., Benchimol, E.I., Moher D. (2016). [http://tinyurl.com/yyyo2a8n Reporting Transparency: Making the Ethical Mandate Explicit]. ''BMC Medicine''. 14:44'''
** Related to data management section above, the authors argues that transparency and quality in research reporting (i.e., publication) play an important role in improving research integrity and fair use of resources and calls for explicit reporting guidelines to support researchers in meeting these ethical obligations.

== Plagiarism ==
* '''Learning Commons, University of British Columbia (n.d.) [https://learningcommons.ubc.ca/academic-integrity/ Resource Guides on Academic Integrity].'''
* '''The Office of Research Integrity, US Department of Health & Human Services. (n.d.) [https://ori.hhs.gov/sites/default/files/2017-12/8_Ethical_Write.pdf Infographic: Write Ethically from Start to Finish]. (The content was drawn from ORI's module on avoiding plagiarism by Dr. Miguel Roig).'''
* '''The Office of Research Integrity, US Department of Health & Human Services. (n.d.) [https://ori.hhs.gov/sites/default/files/2019-02/Tips%20for%20Avoiding%20Plagiarism_Rasterized.pdf Infogaphic: Tips for Avoiding Plagiarism]. (The content was drawn from ORI's module on avoiding plagiarism by Dr. Miguel Roig)'''.

== Conflict of Interest and Conflict of Commitment ==
* '''[https://faseb.org/coi/Tools.aspx Conflict of Interest (COI) Toolkit]. Federation of American Societies for Experimental Biology.'''
** Recommendations, tools, and resources for the conduct and management of financial relationships developed specifically for investigators, institutions, editors, societies, and industry.
* '''Davidoff, F., DeAngelis, C.D., Drazen, J.M., Hoey, G., Hojgaard, L., Horton, R., Kotzin, S., Nicholls, M.G., Nylenna, M., Overbeke, A.J.P.M., Sox, H.C., Van Der Weyden, M.B., and Wilkes, M.S. (2001). [http://tinyurl.com/y2654lp6 Sponsorship, authorship, and accountability]. ''The New England Journal of Medicine, 345''(11), 825-827.'''
** International Committee of Medical Journal Editors highlighted potential conflicts of interest that exist between the author(s) and the research sponsor(s) and offered specific practices for researchers, research sponsors, journal editors, and peer reviewers to manage these potential conflicts of interest and to ensure research integrity.
* '''Steneck, N.H. (2007) Chapter 5. Conflict of Interest; [https://ori.hhs.gov/sites/default/files/rcrintro.pdf Introduction to the Responsible Conduct of Research], The Office of Research Integrity, US Department of Health & Human Services. p. 67 - 81.'''
* '''Policy 97, University of British Columbia. [https://universitycounsel-2015.sites.olt.ubc.ca/files/2019/08/COI-Policy_SC3.pdf?file=2012/02/policy97.pdf Conflict of Interest and Conflict of Commitment]'''.
** In compliance with the Federal Tri-Council agencies regulations, UBC requires all faculty members and active researchers to maintain an up-to-date Conflict of Interest/Commitment declaration on an annual basis. This policy details the process and procedures for disclosure and management of actual and potential conflicts of interests.

== Collaborative Research ==
* '''Government-University-Industry Research Roundtable of the National Academy of Sciences, National Academy of Engineering, and the Institute of Medicine. (1999). [https://www.nap.edu/read/9722/chapter/1 Overcoming Barriers to Collaborative Research]. The National Academies Press.'''
** The report focuses on university-industry collaboration, highlights barriers arising from differences in culture and incentive structure, and offers recommendations for how to enhance collaborative research.
* '''Smalheiser, N.R., Perkins, G.A., and Jones, S. (2005). [https://journals.plos.org/plosbiology/article?id=10.1371/journal.pbio.0030217 Guidelines for Negotiating Scientific Collaboration]. PLoS Biol. 3(6):e217.'''
** Authors propose a set of possible guidelines for negotiating varying level of involvement between two academic investigators.
* '''Steneck, N.H. (2007) Chapter 8. Collaborative Research; [https://ori.hhs.gov/sites/default/files/rcrintro.pdf Introduction to the Responsible Conduct of Research], The Office of Research Integrity, US Department of Health & Human Services. p. 117 - 127.'''

== Mentorship and Supervision ==
* '''Lee, A., Dennis, C., and Campbell, P. (2007). [https://www.nature.com/articles/447791a Nature's Guide for Mentors]. ''Nature''. 447: 791-797'''.
** Having a good mentor early in your career can mean the difference between success and failure in any field. This article looks at what makes a good mentor.
* '''Witkn, K. (with significant input from Hanning, B., Schwartz, J., and Owens, R.) [https://www.training.nih.gov/mentoring_guidelines Thoughts on Choosing a Research Mentor]. NIH Office of Intramural Training and Education.'''
** The article shares some tips and advice on how to choose a research mentor.
* '''Staines, G.M. (2018). [https://www.hercjobs.org/mentoring-tips-how-to-find-keep-and-be-a-mentor/ Mentoring Tip: How to Find, Keep, and be a Mentor]. Higher Education Recruitment Consortium.'''
* '''Steneck, N.H. (2007) Chapter 7. Mentor and Trainee Responsibilities; [https://ori.hhs.gov/sites/default/files/rcrintro.pdf Introduction to the Responsible Conduct of Research], The Office of Research Integrity, US Department of Health & Human Services. p. 103-115.'''
* '''The Office of Research Integrity, US Department of Health & Human Services. (n.d.) [https://ori.hhs.gov/sites/default/files/2018-09/5%20Qualities%20of%20Good%20Research%20Mentors_508_Rasterized.pdf 5 Qualities of Good Research Mentors]'''
* '''The Office of Research Integrity, US Department of Health & Human Services. (n.d.) [https://ori.hhs.gov/sites/default/files/2018-04/2_Supervisor_tips.pdf 5 Ways Supervisors can Promote Research Integrity]'''

Sandbox:Responsible Conduct of Research Resources Portal

2019-09-20T20:01:09Z

DebChen: /* Collaborative Research */

Welcome to the Responsible Conduct of Research Resources Portal.

== Policy Statements ==
* '''CIHR, NSERC, SSHRC. (2016). [http://www.rcr.ethics.gc.ca/eng/framework-cadre.html Tri-Council Policy Framework: Responsible Conduct of Research.]'''
** This Framework document, launched in 2011, replaces the previous integrity policy and related documents, including the [http://www.nserc-crsng.gc.ca/nserc-crsng/policies-politiques/tpsintegrity-picintegritie_eng.asp Tri-Agency Policy Statement: Integrity in Research and Scholarship] (TCPS-I, 1994), the [http://www.nserc-crsng.gc.ca/NSERC-CRSNG/policies-politiques/frameworkintegrity-cadrereferenceintegrite_eng.asp Framework for Tri-Council Review of Institutional Policies Dealing with Integrity in Research] (1996) and the [http://www.nserc-crsng.gc.ca/NSERC-CRSNG/governance-gouvernance/FAQ-FAQ_eng.asp Tri-Agency Process for Addressing Allegations of Non-compliance with Tri-Agency Policies] (2010).
* '''Hickling, Arthurs, Low Corp, prepared for the Canadian Research Integrity Committee. (2009). [http://www.nserc-crsng.gc.ca/_doc/NSERC-CRSNG/HAL_Report_e.pdf The State of Research Integrity and Misconduct Policies in Canada].'''
** This document provides an overview of the organizations, policies, and procedures that address research integrity in the Canadian context, complete with an comparative study of eight other countries' research integrity systems.
* '''Zimmerman, S.V., Wallace, K. (2013). [http://tinyurl.com/yxstzfnk Promoting Responsible Conduct of Research: A Canadian Perspective]. ''Accountability in Research''. 20:395-402'''.
** This article highlights specific process and governance changes in the Responsible Conduct of Research Framework designed to strengthen and to enhance scholarly integrity in Canada.

== Decision Making Framework ==
* '''Markkula Centre for Applied Ethics at Santa Clara University. (2015). [https://www.scu.edu/ethics/ethics-resources/ethical-decision-making/a-framework-for-ethical-decision-making/ A Framework for Ethical Decision Making].'''
** This resource defines ethics, provides an overview of five approaches to ethics, and offers a systematic process for exploring ethical dilemmas to identify ethical courses of action.
* '''The Office of Research Integrity, US Department of Health & Human Services. (n.d.) The Lab: Avoiding Research Misconduct [https://ori.hhs.gov/the-lab Interactive Video] and [https://ori.hhs.gov/TheLab/TheLabGuide.pdf Guide].'''
** This educational resource demonstrates an ethical decision-making model for various partners of research integrity - graduate student, postdoctoral fellow, principal investigator, and a research integrity officer - through simulations.

== Regulatory Compliance ==
* '''Alberts, B., Cicerone, R.J., Fienberg, S.E., Kamb, A., McNutt, M., Nerem, R.M., Schekman, R., Shiffrin, R., Stodden, V., Suresh, S., Zuber, M.T., Pope, B.K., and Jamieson, K.H. (2015). [https://science.sciencemag.org/node/632000.full Self-Correction in Science At Work]. ''Science''. 348 (6242):1420-1422'''
** The authors argues that revising incentives (with considerations for various parties involved in/affected by research and at various stages of the research lifecycle) will improve scholarly integrity and protect the integrity of science.
* '''Fanelli, D. (2009). [https://journals.plos.org/plosone/article/file?id=10.1371/journal.pone.0005738&type=printable How Many Scientists Fabricate and Falsify Research? A Systemic Review and Meta-Analysis of Survey Data]. PLoS ONE. 4(5):e5738.'''
** The first meta-analysis of surveys (from 18 studies) asking about scientists' experiences of misconduct revealed that 2% of scientists admitted to data fabrication or falsification at least once and up to 34% admitted to other questionable research practices, suggesting that the actual frequencies of misconduct could be higher than those reported.

* '''Office of Research Services, University of British Columbia (n.d.) [https://ors.ubc.ca/compliance-reporting/compliance-requirements Compliance Requirements].'''
** UBC has established policies and procedures to ensure compliance with the legal and regulatory requirements of the research sponsor. This website serves as a hub for all relevant legal, regulatory and ethical requirements for conducting research.
* '''Policy 85, University of British Columbia. (2019). [https://universitycounsel-2015.sites.olt.ubc.ca/files/2019/08/Scholarly-Integrity-Policy_SC6.pdf?file=2015/08/policy85.pdf Scholarly Integrity].'''
** This policy details the responsibilities and standards required of UBC researchers engaged in scholarly activity. It also provides a process for dealing with allegations of scholarly misconduct.

== Data Management ==
* '''Committee on National Statistics, National Research Council (2003), [https://www.nap.edu/catalog/2033/sharing-research-data Sharing Research Data]. The National Academies Press'''
** The Committee on National Statistics highlights the benefits, problems, controversies, and other consequences of sharing research data. The report pays special attention to the needs for and the costs of good documentation to emphasize the importance of careful documentation to facilitate data sharing to enable repetition or extension of the research findings. With these considerations in mind, the committee put forward sixteen (16) general recommendations (aimed at different parties involved in and/or affected by scientific research, such as initial investigators, subsequent analysts, institutions, funding agencies, journal editors, etc.) .
* '''Committee on Responsibilities of Authorship in the Biological Sciences, National Research Council (2003). [http://www.nap.edu/catalog.php?record_id=10613#toc Sharing Publication-Related Data and Materials: Responsibilities of Authorship in the Life Sciences]. The National Academies Press.'''
** The Committee on Responsibility of Authorship in the Biological Sciences conducted a study to evaluate the responsibilities of authors in life sciences to share data and materials referenced in their publications. The committee put forward their findings (principles and standard practices) and recommendations on key issues facing the life-sciences community with regards to sharing of publication-related data, software, and materials.
* '''Faculty of Graduate and Postdoctoral Studies, University of British Columbia. (n.d.) [https://www.grad.ubc.ca/intellectual-property-guide/ownership-data Ownership of Data]'''
* '''Faculty of Graduate and Postdoctoral Studies, University of British Columbia. (n.d.) [https://www.grad.ubc.ca/intellectual-property-guide/record-keeping Record Keeping]'''
* '''Fields, K.L., Price A.R. (1993). Problems in Research Integrity Arising from Misconceptions about the Ownership of Research. ''Academic Medicine,'' 68(9):S61-S64.'''
** The authors argues that many allegations of research misconduct originate in misconceptions about the ownership of publicly supported research. In this article, the authors focuses on scientific authorship responsibilities and clarified the rights of scientists, collaborators, and trainees to ideas, materials and grants.
* '''Panel on Scientific Responsibility and the Conduct of Research, National Academy of Sciences, National Academy of Engineering, Institute of Medicine (1992). [https://www.nap.edu/catalog/1864/responsible-science-ensuring-the-integrity-of-the-research-process-volume ''Responsible Science, Volume I: Ensuring the Integrity of the Research Process''.] The National Academies Press.'''
** The Panel on Scientific Responsibility and the Conduct of Research explored and examined current research practices, changing research landscape, educational efforts in fostering responsible conduct of research, institutional procedures in handling allegations of misconduct in sciences.The Panel recommends twelve (12) specific actions that all scientists, their institutions, and their sponsors can take to preserve and strengthen the integrity of the research process and also to deal with allegations of misconduct.

== Publication and Authorship ==
* '''Barker, K. (2002). [https://www.sciencemag.org/careers/2002/11/accountability-and-authorship Accountability and Authorship]. ''Science's Next Wave''.'''
* '''Cottingham, K. (2001). [https://www.sciencemag.org/careers/2001/03/ethics-authorship-policies-authorship-articles-submitted-scientific-journals The Ethics of Authorship: Policies for Authorship of Articles Submitted to Scientific Journals] ''Science's Next Wave''.'''
* '''Faculty of Graduate and Postdoctoral Studies, University of British Columbia. (n.d.) [https://www.grad.ubc.ca/intellectual-property-guide/right-first-authorship Rights to First Authorship]'''
* '''Faculty of Graduate and Postdoctoral Studies, University of British Columbia. (n.d.) [https://www.grad.ubc.ca/intellectual-property-guide/co-authorship Co-Authorship]'''
* '''International Committee of Medical Journal Editors. (1997). [http://tinyurl.com/y2yuz549 Uniform requirements for manuscripts submitted to biomedical journals]. ''JAMA,'' 277(11):927-934.'''
** The fifth edition expanded on previous editions on manuscript requirements to increase clarity and address concerns about rights, privacy, descriptions of methods, and other matters. Over 500 journals have adopted the Uniform Requirements.
* '''Smith, E., Williams-Jones, B., Master, Z., Lariviere, V., Sugimoto, C.R., Paul-Hus, A., Shi, M., and Resnik, D.B. (2019) Misconduct and Misbehaviour Relate to Authorship Disagreements in Collaborative Science.'''
** While disagreements can be resolved through collegial discussions to achieve a mutually agreeable outcome, the study demonstrated that authorship disagreement can compromise collaboration and scholarly integrity. Through an international survey targeting multidisciplinary research teams, the study revealed the rates of authorship disagreements (naming and ordering) as stratified by discipline and career stages, identified predictors of authorship disagreements, as well as the prevalence of resulting misbehaviour (i.e., hostility, undermining of a colleague's work, cutting corners on research, sabotaging a colleague's research, or producing fraudulent work to be more competitive). The authors also offered some suggestions to support ethical authorship distribution in collaborative research.
* '''The Office of Research Integrity, US Department of Health & Human Services. (n.d.) [https://ori.hhs.gov/sites/default/files/2018-09/Authorship%20Practices%20to%20Avoid%20Conflicts_Rasterized.pdf Infographic: Authorship Practices to Avoid Conflicts].'''
* '''Nicholls, S.G., Langan, S.M., Benchimol, E.I., Moher D. (2016). [http://tinyurl.com/yyyo2a8n Reporting Transparency: Making the Ethical Mandate Explicit]. ''BMC Medicine''. 14:44'''
** Related to data management section above, the authors argues that transparency and quality in research reporting (i.e., publication) play an important role in improving research integrity and fair use of resources and calls for explicit reporting guidelines to support researchers in meeting these ethical obligations.

== Plagiarism ==
* '''Learning Commons, University of British Columbia (n.d.) [https://learningcommons.ubc.ca/academic-integrity/ Resource Guides on Academic Integrity].'''
* '''The Office of Research Integrity, US Department of Health & Human Services. (n.d.) [https://ori.hhs.gov/sites/default/files/2017-12/8_Ethical_Write.pdf Infographic: Write Ethically from Start to Finish]. (The content was drawn from ORI's module on avoiding plagiarism by Dr. Miguel Roig).'''
* '''The Office of Research Integrity, US Department of Health & Human Services. (n.d.) [https://ori.hhs.gov/sites/default/files/2019-02/Tips%20for%20Avoiding%20Plagiarism_Rasterized.pdf Infogaphic: Tips for Avoiding Plagiarism]. (The content was drawn from ORI's module on avoiding plagiarism by Dr. Miguel Roig)'''.

== Conflict of Interest and Conflict of Commitment ==
* '''[https://faseb.org/coi/Tools.aspx Conflict of Interest (COI) Toolkit]. Federation of American Societies for Experimental Biology.'''
** Recommendations, tools, and resources for the conduct and management of financial relationships developed specifically for investigators, institutions, editors, societies, and industry.
* '''Davidoff, F., DeAngelis, C.D., Drazen, J.M., Hoey, G., Hojgaard, L., Horton, R., Kotzin, S., Nicholls, M.G., Nylenna, M., Overbeke, A.J.P.M., Sox, H.C., Van Der Weyden, M.B., and Wilkes, M.S. (2001). [http://tinyurl.com/y2654lp6 Sponsorship, authorship, and accountability]. ''The New England Journal of Medicine, 345''(11), 825-827.'''
** International Committee of Medical Journal Editors highlighted potential conflicts of interest that exist between the author(s) and the research sponsor(s) and offered specific practices for researchers, research sponsors, journal editors, and peer reviewers to manage these potential conflicts of interest and to ensure research integrity.
* '''Policy 97, University of British Columbia. [https://universitycounsel-2015.sites.olt.ubc.ca/files/2019/08/COI-Policy_SC3.pdf?file=2012/02/policy97.pdf Conflict of Interest and Conflict of Commitment]'''.
** In compliance with the Federal Tri-Council agencies regulations, UBC requires all faculty members and active researchers to maintain an up-to-date Conflict of Interest/Commitment declaration on an annual basis. This policy details the process and procedures for disclosure and management of actual and potential conflicts of interests.

== Collaborative Research ==
* '''Government-University-Industry Research Roundtable of the National Academy of Sciences, National Academy of Engineering, and the Institute of Medicine. (1999). [https://www.nap.edu/read/9722/chapter/1 Overcoming Barriers to Collaborative Research]. The National Academies Press.'''
** The report focuses on university-industry collaboration, highlights barriers arising from differences in culture and incentive structure, and offers recommendations for how to enhance collaborative research.
* '''Smalheiser, N.R., Perkins, G.A., and Jones, S. (2005). [https://journals.plos.org/plosbiology/article?id=10.1371/journal.pbio.0030217 Guidelines for Negotiating Scientific Collaboration]. PLoS Biol. 3(6):e217.'''
** Authors propose a set of possible guidelines for negotiating varying level of involvement between two academic investigators.
* '''Steneck, N.H. (2007) Chapter 8. Collaborative Research; [https://ori.hhs.gov/sites/default/files/rcrintro.pdf Introduction to the Responsible Conduct of Research], The Office of Research Integrity, US Department of Health & Human Services. p. 117 - 127.'''

== Mentorship and Supervision ==
* '''Lee, A., Dennis, C., and Campbell, P. (2007). [https://www.nature.com/articles/447791a Nature's Guide for Mentors]. ''Nature''. 447: 791-797'''.
** Having a good mentor early in your career can mean the difference between success and failure in any field. This article looks at what makes a good mentor.
* '''Witkn, K. (with significant input from Hanning, B., Schwartz, J., and Owens, R.) [https://www.training.nih.gov/mentoring_guidelines Thoughts on Choosing a Research Mentor]. NIH Office of Intramural Training and Education.'''
** The article shares some tips and advice on how to choose a research mentor.
* '''Staines, G.M. (2018). [https://www.hercjobs.org/mentoring-tips-how-to-find-keep-and-be-a-mentor/ Mentoring Tip: How to Find, Keep, and be a Mentor]. Higher Education Recruitment Consortium.'''
* '''The Office of Research Integrity, US Department of Health & Human Services. (n.d.) [https://ori.hhs.gov/sites/default/files/2018-09/5%20Qualities%20of%20Good%20Research%20Mentors_508_Rasterized.pdf 5 Qualities of Good Research Mentors]'''
* '''The Office of Research Integrity, US Department of Health & Human Services. (n.d.) [https://ori.hhs.gov/sites/default/files/2018-04/2_Supervisor_tips.pdf 5 Ways Supervisors can Promote Research Integrity]'''

Sandbox:Responsible Conduct of Research Resources Portal

2019-09-20T19:16:12Z

DebChen: /* Mentorship and Supervision */

Welcome to the Responsible Conduct of Research Resources Portal.

== Policy Statements ==
* '''CIHR, NSERC, SSHRC. (2016). [http://www.rcr.ethics.gc.ca/eng/framework-cadre.html Tri-Council Policy Framework: Responsible Conduct of Research.]'''
** This Framework document, launched in 2011, replaces the previous integrity policy and related documents, including the [http://www.nserc-crsng.gc.ca/nserc-crsng/policies-politiques/tpsintegrity-picintegritie_eng.asp Tri-Agency Policy Statement: Integrity in Research and Scholarship] (TCPS-I, 1994), the [http://www.nserc-crsng.gc.ca/NSERC-CRSNG/policies-politiques/frameworkintegrity-cadrereferenceintegrite_eng.asp Framework for Tri-Council Review of Institutional Policies Dealing with Integrity in Research] (1996) and the [http://www.nserc-crsng.gc.ca/NSERC-CRSNG/governance-gouvernance/FAQ-FAQ_eng.asp Tri-Agency Process for Addressing Allegations of Non-compliance with Tri-Agency Policies] (2010).
* '''Hickling, Arthurs, Low Corp, prepared for the Canadian Research Integrity Committee. (2009). [http://www.nserc-crsng.gc.ca/_doc/NSERC-CRSNG/HAL_Report_e.pdf The State of Research Integrity and Misconduct Policies in Canada].'''
** This document provides an overview of the organizations, policies, and procedures that address research integrity in the Canadian context, complete with an comparative study of eight other countries' research integrity systems.
* '''Zimmerman, S.V., Wallace, K. (2013). [http://tinyurl.com/yxstzfnk Promoting Responsible Conduct of Research: A Canadian Perspective]. ''Accountability in Research''. 20:395-402'''.
** This article highlights specific process and governance changes in the Responsible Conduct of Research Framework designed to strengthen and to enhance scholarly integrity in Canada.

== Decision Making Framework ==
* '''Markkula Centre for Applied Ethics at Santa Clara University. (2015). [https://www.scu.edu/ethics/ethics-resources/ethical-decision-making/a-framework-for-ethical-decision-making/ A Framework for Ethical Decision Making].'''
** This resource defines ethics, provides an overview of five approaches to ethics, and offers a systematic process for exploring ethical dilemmas to identify ethical courses of action.
* '''The Office of Research Integrity, US Department of Health & Human Services. (n.d.) The Lab: Avoiding Research Misconduct [https://ori.hhs.gov/the-lab Interactive Video] and [https://ori.hhs.gov/TheLab/TheLabGuide.pdf Guide].'''
** This educational resource demonstrates an ethical decision-making model for various partners of research integrity - graduate student, postdoctoral fellow, principal investigator, and a research integrity officer - through simulations.

== Regulatory Compliance ==
* '''Alberts, B., Cicerone, R.J., Fienberg, S.E., Kamb, A., McNutt, M., Nerem, R.M., Schekman, R., Shiffrin, R., Stodden, V., Suresh, S., Zuber, M.T., Pope, B.K., and Jamieson, K.H. (2015). [https://science.sciencemag.org/node/632000.full Self-Correction in Science At Work]. ''Science''. 348 (6242):1420-1422'''
** The authors argues that revising incentives (with considerations for various parties involved in/affected by research and at various stages of the research lifecycle) will improve scholarly integrity and protect the integrity of science.
* '''Fanelli, D. (2009). [https://journals.plos.org/plosone/article/file?id=10.1371/journal.pone.0005738&type=printable How Many Scientists Fabricate and Falsify Research? A Systemic Review and Meta-Analysis of Survey Data]. PLoS ONE. 4(5):e5738.'''
** The first meta-analysis of surveys (from 18 studies) asking about scientists' experiences of misconduct revealed that 2% of scientists admitted to data fabrication or falsification at least once and up to 34% admitted to other questionable research practices, suggesting that the actual frequencies of misconduct could be higher than those reported.

* '''Office of Research Services, University of British Columbia (n.d.) [https://ors.ubc.ca/compliance-reporting/compliance-requirements Compliance Requirements].'''
** UBC has established policies and procedures to ensure compliance with the legal and regulatory requirements of the research sponsor. This website serves as a hub for all relevant legal, regulatory and ethical requirements for conducting research.
* '''Policy 85, University of British Columbia. (2019). [https://universitycounsel-2015.sites.olt.ubc.ca/files/2019/08/Scholarly-Integrity-Policy_SC6.pdf?file=2015/08/policy85.pdf Scholarly Integrity].'''
** This policy details the responsibilities and standards required of UBC researchers engaged in scholarly activity. It also provides a process for dealing with allegations of scholarly misconduct.

== Data Management ==
* '''Committee on National Statistics, National Research Council (2003), [https://www.nap.edu/catalog/2033/sharing-research-data Sharing Research Data]. The National Academies Press'''
** The Committee on National Statistics highlights the benefits, problems, controversies, and other consequences of sharing research data. The report pays special attention to the needs for and the costs of good documentation to emphasize the importance of careful documentation to facilitate data sharing to enable repetition or extension of the research findings. With these considerations in mind, the committee put forward sixteen (16) general recommendations (aimed at different parties involved in and/or affected by scientific research, such as initial investigators, subsequent analysts, institutions, funding agencies, journal editors, etc.) .
* '''Committee on Responsibilities of Authorship in the Biological Sciences, National Research Council (2003). [http://www.nap.edu/catalog.php?record_id=10613#toc Sharing Publication-Related Data and Materials: Responsibilities of Authorship in the Life Sciences]. The National Academies Press.'''
** The Committee on Responsibility of Authorship in the Biological Sciences conducted a study to evaluate the responsibilities of authors in life sciences to share data and materials referenced in their publications. The committee put forward their findings (principles and standard practices) and recommendations on key issues facing the life-sciences community with regards to sharing of publication-related data, software, and materials.
* '''Faculty of Graduate and Postdoctoral Studies, University of British Columbia. (n.d.) [https://www.grad.ubc.ca/intellectual-property-guide/ownership-data Ownership of Data]'''
* '''Faculty of Graduate and Postdoctoral Studies, University of British Columbia. (n.d.) [https://www.grad.ubc.ca/intellectual-property-guide/record-keeping Record Keeping]'''
* '''Fields, K.L., Price A.R. (1993). Problems in Research Integrity Arising from Misconceptions about the Ownership of Research. ''Academic Medicine,'' 68(9):S61-S64.'''
** The authors argues that many allegations of research misconduct originate in misconceptions about the ownership of publicly supported research. In this article, the authors focuses on scientific authorship responsibilities and clarified the rights of scientists, collaborators, and trainees to ideas, materials and grants.
* '''Panel on Scientific Responsibility and the Conduct of Research, National Academy of Sciences, National Academy of Engineering, Institute of Medicine (1992). [https://www.nap.edu/catalog/1864/responsible-science-ensuring-the-integrity-of-the-research-process-volume ''Responsible Science, Volume I: Ensuring the Integrity of the Research Process''.] The National Academies Press.'''
** The Panel on Scientific Responsibility and the Conduct of Research explored and examined current research practices, changing research landscape, educational efforts in fostering responsible conduct of research, institutional procedures in handling allegations of misconduct in sciences.The Panel recommends twelve (12) specific actions that all scientists, their institutions, and their sponsors can take to preserve and strengthen the integrity of the research process and also to deal with allegations of misconduct.

== Publication and Authorship ==
* '''Barker, K. (2002). [https://www.sciencemag.org/careers/2002/11/accountability-and-authorship Accountability and Authorship]. ''Science's Next Wave''.'''
* '''Cottingham, K. (2001). [https://www.sciencemag.org/careers/2001/03/ethics-authorship-policies-authorship-articles-submitted-scientific-journals The Ethics of Authorship: Policies for Authorship of Articles Submitted to Scientific Journals] ''Science's Next Wave''.'''
* '''Faculty of Graduate and Postdoctoral Studies, University of British Columbia. (n.d.) [https://www.grad.ubc.ca/intellectual-property-guide/right-first-authorship Rights to First Authorship]'''
* '''Faculty of Graduate and Postdoctoral Studies, University of British Columbia. (n.d.) [https://www.grad.ubc.ca/intellectual-property-guide/co-authorship Co-Authorship]'''
* '''International Committee of Medical Journal Editors. (1997). [http://tinyurl.com/y2yuz549 Uniform requirements for manuscripts submitted to biomedical journals]. ''JAMA,'' 277(11):927-934.'''
** The fifth edition expanded on previous editions on manuscript requirements to increase clarity and address concerns about rights, privacy, descriptions of methods, and other matters. Over 500 journals have adopted the Uniform Requirements.
* '''Smith, E., Williams-Jones, B., Master, Z., Lariviere, V., Sugimoto, C.R., Paul-Hus, A., Shi, M., and Resnik, D.B. (2019) Misconduct and Misbehaviour Relate to Authorship Disagreements in Collaborative Science.'''
** While disagreements can be resolved through collegial discussions to achieve a mutually agreeable outcome, the study demonstrated that authorship disagreement can compromise collaboration and scholarly integrity. Through an international survey targeting multidisciplinary research teams, the study revealed the rates of authorship disagreements (naming and ordering) as stratified by discipline and career stages, identified predictors of authorship disagreements, as well as the prevalence of resulting misbehaviour (i.e., hostility, undermining of a colleague's work, cutting corners on research, sabotaging a colleague's research, or producing fraudulent work to be more competitive). The authors also offered some suggestions to support ethical authorship distribution in collaborative research.
* '''The Office of Research Integrity, US Department of Health & Human Services. (n.d.) [https://ori.hhs.gov/sites/default/files/2018-09/Authorship%20Practices%20to%20Avoid%20Conflicts_Rasterized.pdf Infographic: Authorship Practices to Avoid Conflicts].'''
* '''Nicholls, S.G., Langan, S.M., Benchimol, E.I., Moher D. (2016). [http://tinyurl.com/yyyo2a8n Reporting Transparency: Making the Ethical Mandate Explicit]. ''BMC Medicine''. 14:44'''
** Related to data management section above, the authors argues that transparency and quality in research reporting (i.e., publication) play an important role in improving research integrity and fair use of resources and calls for explicit reporting guidelines to support researchers in meeting these ethical obligations.

== Plagiarism ==
* '''Learning Commons, University of British Columbia (n.d.) [https://learningcommons.ubc.ca/academic-integrity/ Resource Guides on Academic Integrity].'''
* '''The Office of Research Integrity, US Department of Health & Human Services. (n.d.) [https://ori.hhs.gov/sites/default/files/2017-12/8_Ethical_Write.pdf Infographic: Write Ethically from Start to Finish]. (The content was drawn from ORI's module on avoiding plagiarism by Dr. Miguel Roig).'''
* '''The Office of Research Integrity, US Department of Health & Human Services. (n.d.) [https://ori.hhs.gov/sites/default/files/2019-02/Tips%20for%20Avoiding%20Plagiarism_Rasterized.pdf Infogaphic: Tips for Avoiding Plagiarism]. (The content was drawn from ORI's module on avoiding plagiarism by Dr. Miguel Roig)'''.

== Conflict of Interest and Conflict of Commitment ==
* '''[https://faseb.org/coi/Tools.aspx Conflict of Interest (COI) Toolkit]. Federation of American Societies for Experimental Biology.'''
** Recommendations, tools, and resources for the conduct and management of financial relationships developed specifically for investigators, institutions, editors, societies, and industry.
* '''Davidoff, F., DeAngelis, C.D., Drazen, J.M., Hoey, G., Hojgaard, L., Horton, R., Kotzin, S., Nicholls, M.G., Nylenna, M., Overbeke, A.J.P.M., Sox, H.C., Van Der Weyden, M.B., and Wilkes, M.S. (2001). [http://tinyurl.com/y2654lp6 Sponsorship, authorship, and accountability]. ''The New England Journal of Medicine, 345''(11), 825-827.'''
** International Committee of Medical Journal Editors highlighted potential conflicts of interest that exist between the author(s) and the research sponsor(s) and offered specific practices for researchers, research sponsors, journal editors, and peer reviewers to manage these potential conflicts of interest and to ensure research integrity.
* '''Policy 97, University of British Columbia. [https://universitycounsel-2015.sites.olt.ubc.ca/files/2019/08/COI-Policy_SC3.pdf?file=2012/02/policy97.pdf Conflict of Interest and Conflict of Commitment]'''.
** In compliance with the Federal Tri-Council agencies regulations, UBC requires all faculty members and active researchers to maintain an up-to-date Conflict of Interest/Commitment declaration on an annual basis. This policy details the process and procedures for disclosure and management of actual and potential conflicts of interests.

== Collaborative Research ==

== Mentorship and Supervision ==
* '''Lee, A., Dennis, C., and Campbell, P. (2007). [https://www.nature.com/articles/447791a Nature's Guide for Mentors]. ''Nature''. 447: 791-797'''.
** Having a good mentor early in your career can mean the difference between success and failure in any field. This article looks at what makes a good mentor.
* '''Witkn, K. (with significant input from Hanning, B., Schwartz, J., and Owens, R.) [https://www.training.nih.gov/mentoring_guidelines Thoughts on Choosing a Research Mentor]. NIH Office of Intramural Training and Education.'''
** The article shares some tips and advice on how to choose a research mentor.
* '''Staines, G.M. (2018). [https://www.hercjobs.org/mentoring-tips-how-to-find-keep-and-be-a-mentor/ Mentoring Tip: How to Find, Keep, and be a Mentor]. Higher Education Recruitment Consortium.'''
* '''The Office of Research Integrity, US Department of Health & Human Services. (n.d.) [https://ori.hhs.gov/sites/default/files/2018-09/5%20Qualities%20of%20Good%20Research%20Mentors_508_Rasterized.pdf 5 Qualities of Good Research Mentors]'''
* '''The Office of Research Integrity, US Department of Health & Human Services. (n.d.) [https://ori.hhs.gov/sites/default/files/2018-04/2_Supervisor_tips.pdf 5 Ways Supervisors can Promote Research Integrity]'''

Sandbox:Responsible Conduct of Research Resources Portal

2019-09-20T19:16:00Z

DebChen: /* Mentorship and Supervision */

Welcome to the Responsible Conduct of Research Resources Portal.

== Policy Statements ==
* '''CIHR, NSERC, SSHRC. (2016). [http://www.rcr.ethics.gc.ca/eng/framework-cadre.html Tri-Council Policy Framework: Responsible Conduct of Research.]'''
** This Framework document, launched in 2011, replaces the previous integrity policy and related documents, including the [http://www.nserc-crsng.gc.ca/nserc-crsng/policies-politiques/tpsintegrity-picintegritie_eng.asp Tri-Agency Policy Statement: Integrity in Research and Scholarship] (TCPS-I, 1994), the [http://www.nserc-crsng.gc.ca/NSERC-CRSNG/policies-politiques/frameworkintegrity-cadrereferenceintegrite_eng.asp Framework for Tri-Council Review of Institutional Policies Dealing with Integrity in Research] (1996) and the [http://www.nserc-crsng.gc.ca/NSERC-CRSNG/governance-gouvernance/FAQ-FAQ_eng.asp Tri-Agency Process for Addressing Allegations of Non-compliance with Tri-Agency Policies] (2010).
* '''Hickling, Arthurs, Low Corp, prepared for the Canadian Research Integrity Committee. (2009). [http://www.nserc-crsng.gc.ca/_doc/NSERC-CRSNG/HAL_Report_e.pdf The State of Research Integrity and Misconduct Policies in Canada].'''
** This document provides an overview of the organizations, policies, and procedures that address research integrity in the Canadian context, complete with an comparative study of eight other countries' research integrity systems.
* '''Zimmerman, S.V., Wallace, K. (2013). [http://tinyurl.com/yxstzfnk Promoting Responsible Conduct of Research: A Canadian Perspective]. ''Accountability in Research''. 20:395-402'''.
** This article highlights specific process and governance changes in the Responsible Conduct of Research Framework designed to strengthen and to enhance scholarly integrity in Canada.

== Decision Making Framework ==
* '''Markkula Centre for Applied Ethics at Santa Clara University. (2015). [https://www.scu.edu/ethics/ethics-resources/ethical-decision-making/a-framework-for-ethical-decision-making/ A Framework for Ethical Decision Making].'''
** This resource defines ethics, provides an overview of five approaches to ethics, and offers a systematic process for exploring ethical dilemmas to identify ethical courses of action.
* '''The Office of Research Integrity, US Department of Health & Human Services. (n.d.) The Lab: Avoiding Research Misconduct [https://ori.hhs.gov/the-lab Interactive Video] and [https://ori.hhs.gov/TheLab/TheLabGuide.pdf Guide].'''
** This educational resource demonstrates an ethical decision-making model for various partners of research integrity - graduate student, postdoctoral fellow, principal investigator, and a research integrity officer - through simulations.

== Regulatory Compliance ==
* '''Alberts, B., Cicerone, R.J., Fienberg, S.E., Kamb, A., McNutt, M., Nerem, R.M., Schekman, R., Shiffrin, R., Stodden, V., Suresh, S., Zuber, M.T., Pope, B.K., and Jamieson, K.H. (2015). [https://science.sciencemag.org/node/632000.full Self-Correction in Science At Work]. ''Science''. 348 (6242):1420-1422'''
** The authors argues that revising incentives (with considerations for various parties involved in/affected by research and at various stages of the research lifecycle) will improve scholarly integrity and protect the integrity of science.
* '''Fanelli, D. (2009). [https://journals.plos.org/plosone/article/file?id=10.1371/journal.pone.0005738&type=printable How Many Scientists Fabricate and Falsify Research? A Systemic Review and Meta-Analysis of Survey Data]. PLoS ONE. 4(5):e5738.'''
** The first meta-analysis of surveys (from 18 studies) asking about scientists' experiences of misconduct revealed that 2% of scientists admitted to data fabrication or falsification at least once and up to 34% admitted to other questionable research practices, suggesting that the actual frequencies of misconduct could be higher than those reported.

* '''Office of Research Services, University of British Columbia (n.d.) [https://ors.ubc.ca/compliance-reporting/compliance-requirements Compliance Requirements].'''
** UBC has established policies and procedures to ensure compliance with the legal and regulatory requirements of the research sponsor. This website serves as a hub for all relevant legal, regulatory and ethical requirements for conducting research.
* '''Policy 85, University of British Columbia. (2019). [https://universitycounsel-2015.sites.olt.ubc.ca/files/2019/08/Scholarly-Integrity-Policy_SC6.pdf?file=2015/08/policy85.pdf Scholarly Integrity].'''
** This policy details the responsibilities and standards required of UBC researchers engaged in scholarly activity. It also provides a process for dealing with allegations of scholarly misconduct.

== Data Management ==
* '''Committee on National Statistics, National Research Council (2003), [https://www.nap.edu/catalog/2033/sharing-research-data Sharing Research Data]. The National Academies Press'''
** The Committee on National Statistics highlights the benefits, problems, controversies, and other consequences of sharing research data. The report pays special attention to the needs for and the costs of good documentation to emphasize the importance of careful documentation to facilitate data sharing to enable repetition or extension of the research findings. With these considerations in mind, the committee put forward sixteen (16) general recommendations (aimed at different parties involved in and/or affected by scientific research, such as initial investigators, subsequent analysts, institutions, funding agencies, journal editors, etc.) .
* '''Committee on Responsibilities of Authorship in the Biological Sciences, National Research Council (2003). [http://www.nap.edu/catalog.php?record_id=10613#toc Sharing Publication-Related Data and Materials: Responsibilities of Authorship in the Life Sciences]. The National Academies Press.'''
** The Committee on Responsibility of Authorship in the Biological Sciences conducted a study to evaluate the responsibilities of authors in life sciences to share data and materials referenced in their publications. The committee put forward their findings (principles and standard practices) and recommendations on key issues facing the life-sciences community with regards to sharing of publication-related data, software, and materials.
* '''Faculty of Graduate and Postdoctoral Studies, University of British Columbia. (n.d.) [https://www.grad.ubc.ca/intellectual-property-guide/ownership-data Ownership of Data]'''
* '''Faculty of Graduate and Postdoctoral Studies, University of British Columbia. (n.d.) [https://www.grad.ubc.ca/intellectual-property-guide/record-keeping Record Keeping]'''
* '''Fields, K.L., Price A.R. (1993). Problems in Research Integrity Arising from Misconceptions about the Ownership of Research. ''Academic Medicine,'' 68(9):S61-S64.'''
** The authors argues that many allegations of research misconduct originate in misconceptions about the ownership of publicly supported research. In this article, the authors focuses on scientific authorship responsibilities and clarified the rights of scientists, collaborators, and trainees to ideas, materials and grants.
* '''Panel on Scientific Responsibility and the Conduct of Research, National Academy of Sciences, National Academy of Engineering, Institute of Medicine (1992). [https://www.nap.edu/catalog/1864/responsible-science-ensuring-the-integrity-of-the-research-process-volume ''Responsible Science, Volume I: Ensuring the Integrity of the Research Process''.] The National Academies Press.'''
** The Panel on Scientific Responsibility and the Conduct of Research explored and examined current research practices, changing research landscape, educational efforts in fostering responsible conduct of research, institutional procedures in handling allegations of misconduct in sciences.The Panel recommends twelve (12) specific actions that all scientists, their institutions, and their sponsors can take to preserve and strengthen the integrity of the research process and also to deal with allegations of misconduct.

== Publication and Authorship ==
* '''Barker, K. (2002). [https://www.sciencemag.org/careers/2002/11/accountability-and-authorship Accountability and Authorship]. ''Science's Next Wave''.'''
* '''Cottingham, K. (2001). [https://www.sciencemag.org/careers/2001/03/ethics-authorship-policies-authorship-articles-submitted-scientific-journals The Ethics of Authorship: Policies for Authorship of Articles Submitted to Scientific Journals] ''Science's Next Wave''.'''
* '''Faculty of Graduate and Postdoctoral Studies, University of British Columbia. (n.d.) [https://www.grad.ubc.ca/intellectual-property-guide/right-first-authorship Rights to First Authorship]'''
* '''Faculty of Graduate and Postdoctoral Studies, University of British Columbia. (n.d.) [https://www.grad.ubc.ca/intellectual-property-guide/co-authorship Co-Authorship]'''
* '''International Committee of Medical Journal Editors. (1997). [http://tinyurl.com/y2yuz549 Uniform requirements for manuscripts submitted to biomedical journals]. ''JAMA,'' 277(11):927-934.'''
** The fifth edition expanded on previous editions on manuscript requirements to increase clarity and address concerns about rights, privacy, descriptions of methods, and other matters. Over 500 journals have adopted the Uniform Requirements.
* '''Smith, E., Williams-Jones, B., Master, Z., Lariviere, V., Sugimoto, C.R., Paul-Hus, A., Shi, M., and Resnik, D.B. (2019) Misconduct and Misbehaviour Relate to Authorship Disagreements in Collaborative Science.'''
** While disagreements can be resolved through collegial discussions to achieve a mutually agreeable outcome, the study demonstrated that authorship disagreement can compromise collaboration and scholarly integrity. Through an international survey targeting multidisciplinary research teams, the study revealed the rates of authorship disagreements (naming and ordering) as stratified by discipline and career stages, identified predictors of authorship disagreements, as well as the prevalence of resulting misbehaviour (i.e., hostility, undermining of a colleague's work, cutting corners on research, sabotaging a colleague's research, or producing fraudulent work to be more competitive). The authors also offered some suggestions to support ethical authorship distribution in collaborative research.
* '''The Office of Research Integrity, US Department of Health & Human Services. (n.d.) [https://ori.hhs.gov/sites/default/files/2018-09/Authorship%20Practices%20to%20Avoid%20Conflicts_Rasterized.pdf Infographic: Authorship Practices to Avoid Conflicts].'''
* '''Nicholls, S.G., Langan, S.M., Benchimol, E.I., Moher D. (2016). [http://tinyurl.com/yyyo2a8n Reporting Transparency: Making the Ethical Mandate Explicit]. ''BMC Medicine''. 14:44'''
** Related to data management section above, the authors argues that transparency and quality in research reporting (i.e., publication) play an important role in improving research integrity and fair use of resources and calls for explicit reporting guidelines to support researchers in meeting these ethical obligations.

== Plagiarism ==
* '''Learning Commons, University of British Columbia (n.d.) [https://learningcommons.ubc.ca/academic-integrity/ Resource Guides on Academic Integrity].'''
* '''The Office of Research Integrity, US Department of Health & Human Services. (n.d.) [https://ori.hhs.gov/sites/default/files/2017-12/8_Ethical_Write.pdf Infographic: Write Ethically from Start to Finish]. (The content was drawn from ORI's module on avoiding plagiarism by Dr. Miguel Roig).'''
* '''The Office of Research Integrity, US Department of Health & Human Services. (n.d.) [https://ori.hhs.gov/sites/default/files/2019-02/Tips%20for%20Avoiding%20Plagiarism_Rasterized.pdf Infogaphic: Tips for Avoiding Plagiarism]. (The content was drawn from ORI's module on avoiding plagiarism by Dr. Miguel Roig)'''.

== Conflict of Interest and Conflict of Commitment ==
* '''[https://faseb.org/coi/Tools.aspx Conflict of Interest (COI) Toolkit]. Federation of American Societies for Experimental Biology.'''
** Recommendations, tools, and resources for the conduct and management of financial relationships developed specifically for investigators, institutions, editors, societies, and industry.
* '''Davidoff, F., DeAngelis, C.D., Drazen, J.M., Hoey, G., Hojgaard, L., Horton, R., Kotzin, S., Nicholls, M.G., Nylenna, M., Overbeke, A.J.P.M., Sox, H.C., Van Der Weyden, M.B., and Wilkes, M.S. (2001). [http://tinyurl.com/y2654lp6 Sponsorship, authorship, and accountability]. ''The New England Journal of Medicine, 345''(11), 825-827.'''
** International Committee of Medical Journal Editors highlighted potential conflicts of interest that exist between the author(s) and the research sponsor(s) and offered specific practices for researchers, research sponsors, journal editors, and peer reviewers to manage these potential conflicts of interest and to ensure research integrity.
* '''Policy 97, University of British Columbia. [https://universitycounsel-2015.sites.olt.ubc.ca/files/2019/08/COI-Policy_SC3.pdf?file=2012/02/policy97.pdf Conflict of Interest and Conflict of Commitment]'''.
** In compliance with the Federal Tri-Council agencies regulations, UBC requires all faculty members and active researchers to maintain an up-to-date Conflict of Interest/Commitment declaration on an annual basis. This policy details the process and procedures for disclosure and management of actual and potential conflicts of interests.

== Collaborative Research ==

== Mentorship and Supervision ==
* '''Lee, A., Dennis, C., and Campbell, P. (2007). [https://www.nature.com/articles/447791a Nature's Guide for Mentors]. ''Nature''. 447: 791-797'''.
** Having a good mentor early in your career can mean the difference between success and failure in any field. This article looks at what makes a good mentor.
* Witkn, K. (with significant input from Hanning, B., Schwartz, J., and Owens, R.) [https://www.training.nih.gov/mentoring_guidelines Thoughts on Choosing a Research Mentor]. NIH Office of Intramural Training and Education.
** The article shares some tips and advice on how to choose a research mentor.
* '''Staines, G.M. (2018). [https://www.hercjobs.org/mentoring-tips-how-to-find-keep-and-be-a-mentor/ Mentoring Tip: How to Find, Keep, and be a Mentor]. Higher Education Recruitment Consortium.'''
* '''The Office of Research Integrity, US Department of Health & Human Services. (n.d.) [https://ori.hhs.gov/sites/default/files/2018-09/5%20Qualities%20of%20Good%20Research%20Mentors_508_Rasterized.pdf 5 Qualities of Good Research Mentors]'''
* '''The Office of Research Integrity, US Department of Health & Human Services. (n.d.) [https://ori.hhs.gov/sites/default/files/2018-04/2_Supervisor_tips.pdf 5 Ways Supervisors can Promote Research Integrity]'''

Sandbox:Responsible Conduct of Research Resources Portal

2019-09-19T22:47:55Z

DebChen: /* Mentorship and Supervision */

Welcome to the Responsible Conduct of Research Resources Portal.

== Policy Statements ==
* '''CIHR, NSERC, SSHRC. (2016). [http://www.rcr.ethics.gc.ca/eng/framework-cadre.html Tri-Council Policy Framework: Responsible Conduct of Research.]'''
** This Framework document, launched in 2011, replaces the previous integrity policy and related documents, including the [http://www.nserc-crsng.gc.ca/nserc-crsng/policies-politiques/tpsintegrity-picintegritie_eng.asp Tri-Agency Policy Statement: Integrity in Research and Scholarship] (TCPS-I, 1994), the [http://www.nserc-crsng.gc.ca/NSERC-CRSNG/policies-politiques/frameworkintegrity-cadrereferenceintegrite_eng.asp Framework for Tri-Council Review of Institutional Policies Dealing with Integrity in Research] (1996) and the [http://www.nserc-crsng.gc.ca/NSERC-CRSNG/governance-gouvernance/FAQ-FAQ_eng.asp Tri-Agency Process for Addressing Allegations of Non-compliance with Tri-Agency Policies] (2010).
* '''Hickling, Arthurs, Low Corp, prepared for the Canadian Research Integrity Committee. (2009). [http://www.nserc-crsng.gc.ca/_doc/NSERC-CRSNG/HAL_Report_e.pdf The State of Research Integrity and Misconduct Policies in Canada].'''
** This document provides an overview of the organizations, policies, and procedures that address research integrity in the Canadian context, complete with an comparative study of eight other countries' research integrity systems.
* '''Zimmerman, S.V., Wallace, K. (2013). [http://tinyurl.com/yxstzfnk Promoting Responsible Conduct of Research: A Canadian Perspective]. ''Accountability in Research''. 20:395-402'''.
** This article highlights specific process and governance changes in the Responsible Conduct of Research Framework designed to strengthen and to enhance scholarly integrity in Canada.

== Decision Making Framework ==
* '''Markkula Centre for Applied Ethics at Santa Clara University. (2015). [https://www.scu.edu/ethics/ethics-resources/ethical-decision-making/a-framework-for-ethical-decision-making/ A Framework for Ethical Decision Making].'''
** This resource defines ethics, provides an overview of five approaches to ethics, and offers a systematic process for exploring ethical dilemmas to identify ethical courses of action.
* '''The Office of Research Integrity, US Department of Health & Human Services. (n.d.) The Lab: Avoiding Research Misconduct [https://ori.hhs.gov/the-lab Interactive Video] and [https://ori.hhs.gov/TheLab/TheLabGuide.pdf Guide].'''
** This educational resource demonstrates an ethical decision-making model for various partners of research integrity - graduate student, postdoctoral fellow, principal investigator, and a research integrity officer - through simulations.

== Regulatory Compliance ==
* '''Alberts, B., Cicerone, R.J., Fienberg, S.E., Kamb, A., McNutt, M., Nerem, R.M., Schekman, R., Shiffrin, R., Stodden, V., Suresh, S., Zuber, M.T., Pope, B.K., and Jamieson, K.H. (2015). [https://science.sciencemag.org/node/632000.full Self-Correction in Science At Work]. ''Science''. 348 (6242):1420-1422'''
** The authors argues that revising incentives (with considerations for various parties involved in/affected by research and at various stages of the research lifecycle) will improve scholarly integrity and protect the integrity of science.
* '''Fanelli, D. (2009). [https://journals.plos.org/plosone/article/file?id=10.1371/journal.pone.0005738&type=printable How Many Scientists Fabricate and Falsify Research? A Systemic Review and Meta-Analysis of Survey Data]. PLoS ONE. 4(5):e5738.'''
** The first meta-analysis of surveys (from 18 studies) asking about scientists' experiences of misconduct revealed that 2% of scientists admitted to data fabrication or falsification at least once and up to 34% admitted to other questionable research practices, suggesting that the actual frequencies of misconduct could be higher than those reported.

* '''Office of Research Services, University of British Columbia (n.d.) [https://ors.ubc.ca/compliance-reporting/compliance-requirements Compliance Requirements].'''
** UBC has established policies and procedures to ensure compliance with the legal and regulatory requirements of the research sponsor. This website serves as a hub for all relevant legal, regulatory and ethical requirements for conducting research.
* '''Policy 85, University of British Columbia. (2019). [https://universitycounsel-2015.sites.olt.ubc.ca/files/2019/08/Scholarly-Integrity-Policy_SC6.pdf?file=2015/08/policy85.pdf Scholarly Integrity].'''
** This policy details the responsibilities and standards required of UBC researchers engaged in scholarly activity. It also provides a process for dealing with allegations of scholarly misconduct.

== Data Management ==
* '''Committee on National Statistics, National Research Council (2003), [https://www.nap.edu/catalog/2033/sharing-research-data Sharing Research Data]. The National Academies Press'''
** The Committee on National Statistics highlights the benefits, problems, controversies, and other consequences of sharing research data. The report pays special attention to the needs for and the costs of good documentation to emphasize the importance of careful documentation to facilitate data sharing to enable repetition or extension of the research findings. With these considerations in mind, the committee put forward sixteen (16) general recommendations (aimed at different parties involved in and/or affected by scientific research, such as initial investigators, subsequent analysts, institutions, funding agencies, journal editors, etc.) .
* '''Committee on Responsibilities of Authorship in the Biological Sciences, National Research Council (2003). [http://www.nap.edu/catalog.php?record_id=10613#toc Sharing Publication-Related Data and Materials: Responsibilities of Authorship in the Life Sciences]. The National Academies Press.'''
** The Committee on Responsibility of Authorship in the Biological Sciences conducted a study to evaluate the responsibilities of authors in life sciences to share data and materials referenced in their publications. The committee put forward their findings (principles and standard practices) and recommendations on key issues facing the life-sciences community with regards to sharing of publication-related data, software, and materials.
* '''Faculty of Graduate and Postdoctoral Studies, University of British Columbia. (n.d.) [https://www.grad.ubc.ca/intellectual-property-guide/ownership-data Ownership of Data]'''
* '''Faculty of Graduate and Postdoctoral Studies, University of British Columbia. (n.d.) [https://www.grad.ubc.ca/intellectual-property-guide/record-keeping Record Keeping]'''
* '''Fields, K.L., Price A.R. (1993). Problems in Research Integrity Arising from Misconceptions about the Ownership of Research. ''Academic Medicine,'' 68(9):S61-S64.'''
** The authors argues that many allegations of research misconduct originate in misconceptions about the ownership of publicly supported research. In this article, the authors focuses on scientific authorship responsibilities and clarified the rights of scientists, collaborators, and trainees to ideas, materials and grants.
* '''Panel on Scientific Responsibility and the Conduct of Research, National Academy of Sciences, National Academy of Engineering, Institute of Medicine (1992). [https://www.nap.edu/catalog/1864/responsible-science-ensuring-the-integrity-of-the-research-process-volume ''Responsible Science, Volume I: Ensuring the Integrity of the Research Process''.] The National Academies Press.'''
** The Panel on Scientific Responsibility and the Conduct of Research explored and examined current research practices, changing research landscape, educational efforts in fostering responsible conduct of research, institutional procedures in handling allegations of misconduct in sciences.The Panel recommends twelve (12) specific actions that all scientists, their institutions, and their sponsors can take to preserve and strengthen the integrity of the research process and also to deal with allegations of misconduct.

== Publication and Authorship ==
* '''Barker, K. (2002). [https://www.sciencemag.org/careers/2002/11/accountability-and-authorship Accountability and Authorship]. ''Science's Next Wave''.'''
* '''Cottingham, K. (2001). [https://www.sciencemag.org/careers/2001/03/ethics-authorship-policies-authorship-articles-submitted-scientific-journals The Ethics of Authorship: Policies for Authorship of Articles Submitted to Scientific Journals] ''Science's Next Wave''.'''
* '''Faculty of Graduate and Postdoctoral Studies, University of British Columbia. (n.d.) [https://www.grad.ubc.ca/intellectual-property-guide/right-first-authorship Rights to First Authorship]'''
* '''Faculty of Graduate and Postdoctoral Studies, University of British Columbia. (n.d.) [https://www.grad.ubc.ca/intellectual-property-guide/co-authorship Co-Authorship]'''
* '''International Committee of Medical Journal Editors. (1997). [http://tinyurl.com/y2yuz549 Uniform requirements for manuscripts submitted to biomedical journals]. ''JAMA,'' 277(11):927-934.'''
** The fifth edition expanded on previous editions on manuscript requirements to increase clarity and address concerns about rights, privacy, descriptions of methods, and other matters. Over 500 journals have adopted the Uniform Requirements.
* '''Smith, E., Williams-Jones, B., Master, Z., Lariviere, V., Sugimoto, C.R., Paul-Hus, A., Shi, M., and Resnik, D.B. (2019) Misconduct and Misbehaviour Relate to Authorship Disagreements in Collaborative Science.'''
** While disagreements can be resolved through collegial discussions to achieve a mutually agreeable outcome, the study demonstrated that authorship disagreement can compromise collaboration and scholarly integrity. Through an international survey targeting multidisciplinary research teams, the study revealed the rates of authorship disagreements (naming and ordering) as stratified by discipline and career stages, identified predictors of authorship disagreements, as well as the prevalence of resulting misbehaviour (i.e., hostility, undermining of a colleague's work, cutting corners on research, sabotaging a colleague's research, or producing fraudulent work to be more competitive). The authors also offered some suggestions to support ethical authorship distribution in collaborative research.
* '''The Office of Research Integrity, US Department of Health & Human Services. (n.d.) [https://ori.hhs.gov/sites/default/files/2018-09/Authorship%20Practices%20to%20Avoid%20Conflicts_Rasterized.pdf Infographic: Authorship Practices to Avoid Conflicts].'''
* '''Nicholls, S.G., Langan, S.M., Benchimol, E.I., Moher D. (2016). [http://tinyurl.com/yyyo2a8n Reporting Transparency: Making the Ethical Mandate Explicit]. ''BMC Medicine''. 14:44'''
** Related to data management section above, the authors argues that transparency and quality in research reporting (i.e., publication) play an important role in improving research integrity and fair use of resources and calls for explicit reporting guidelines to support researchers in meeting these ethical obligations.

== Plagiarism ==
* '''Learning Commons, University of British Columbia (n.d.) [https://learningcommons.ubc.ca/academic-integrity/ Resource Guides on Academic Integrity].'''
* '''The Office of Research Integrity, US Department of Health & Human Services. (n.d.) [https://ori.hhs.gov/sites/default/files/2017-12/8_Ethical_Write.pdf Infographic: Write Ethically from Start to Finish]. (The content was drawn from ORI's module on avoiding plagiarism by Dr. Miguel Roig).'''
* '''The Office of Research Integrity, US Department of Health & Human Services. (n.d.) [https://ori.hhs.gov/sites/default/files/2019-02/Tips%20for%20Avoiding%20Plagiarism_Rasterized.pdf Infogaphic: Tips for Avoiding Plagiarism]. (The content was drawn from ORI's module on avoiding plagiarism by Dr. Miguel Roig)'''.

== Conflict of Interest and Conflict of Commitment ==
* '''[https://faseb.org/coi/Tools.aspx Conflict of Interest (COI) Toolkit]. Federation of American Societies for Experimental Biology.'''
** Recommendations, tools, and resources for the conduct and management of financial relationships developed specifically for investigators, institutions, editors, societies, and industry.
* '''Davidoff, F., DeAngelis, C.D., Drazen, J.M., Hoey, G., Hojgaard, L., Horton, R., Kotzin, S., Nicholls, M.G., Nylenna, M., Overbeke, A.J.P.M., Sox, H.C., Van Der Weyden, M.B., and Wilkes, M.S. (2001). [http://tinyurl.com/y2654lp6 Sponsorship, authorship, and accountability]. ''The New England Journal of Medicine, 345''(11), 825-827.'''
** International Committee of Medical Journal Editors highlighted potential conflicts of interest that exist between the author(s) and the research sponsor(s) and offered specific practices for researchers, research sponsors, journal editors, and peer reviewers to manage these potential conflicts of interest and to ensure research integrity.
* '''Policy 97, University of British Columbia. [https://universitycounsel-2015.sites.olt.ubc.ca/files/2019/08/COI-Policy_SC3.pdf?file=2012/02/policy97.pdf Conflict of Interest and Conflict of Commitment]'''.
** In compliance with the Federal Tri-Council agencies regulations, UBC requires all faculty members and active researchers to maintain an up-to-date Conflict of Interest/Commitment declaration on an annual basis. This policy details the process and procedures for disclosure and management of actual and potential conflicts of interests.

== Collaborative Research ==

== Mentorship and Supervision ==
* '''Staines, G.M. (2018). [https://www.hercjobs.org/mentoring-tips-how-to-find-keep-and-be-a-mentor/ Mentoring Tip: How to Find, Keep, and be a Mentor]. Higher Education Recruitment Consortium.'''
* '''The Office of Research Integrity, US Department of Health & Human Services. (n.d.) [https://ori.hhs.gov/sites/default/files/2018-09/5%20Qualities%20of%20Good%20Research%20Mentors_508_Rasterized.pdf 5 Qualities of Good Research Mentors]'''
* '''The Office of Research Integrity, US Department of Health & Human Services. (n.d.) [https://ori.hhs.gov/sites/default/files/2018-04/2_Supervisor_tips.pdf 5 Ways Supervisors can Promote Research Integrity]'''

Documentation:Open Case Studies/SPPGA/The Canadian Government's Response to the 2015 Syrian Refugee Crisis

2019-09-19T20:48:59Z

DebChen:

==Introduction==
[[File:Syria_2004_CIA_map.jpg|thumb|Map of Syria. By [https://en.wikipedia.org/wiki/Central_Intelligence_Agency US Central Intelligence Agency], via [https://commons.wikimedia.org/wiki/File:Syria_2004_CIA_map.jpg Wikimedia Commons]. [https://en.wikipedia.org/wiki/public_domain Public Domain]]]
The [https://www.aljazeera.com/news/2016/05/syria-civil-war-explained-160505084119966.html war in Syria] broke out in March 2011, while many countries in the Middle East and North Africa experienced mass demonstrations and uprisings that became known as the Arab Spring. The protests in Syria were triggered by the arrest and torture of a group of students who put up anti-government graffiti. One of the students, a 13-year-old boy, was killed after having been tortured. [[File:20151030_Syrians_and_Iraq_refugees_arrive_at_Skala_Sykamias_Lesvos_Greece_2.jpg|thumb|Migrants and refugees reach the coastal waters of Lesbos in Greece, after having crossed from Turkey. By [https://commons.wikimedia.org/wiki/User:Ggia Ggia], [https://commons.wikimedia.org/wiki/File:20151030_Syrians_and_Iraq_refugees_arrive_at_Skala_Sykamias_Lesvos_Greece_2.jpg via Wikimedia Commons]. [https://creativecommons.org/licenses/by-sa/4.0/deed.en CC BY-SA 4.0]|left|290x290px]]

Soon, more and more people took to the streets, demanding greater freedom and democracy. By July 2011, hundreds of thousands of people were taking part in the demonstrations, requesting that President Bashar Al-Assad step down from power. Hundreds of demonstrators were killed and many more were imprisoned.

That same month, [https://www.un.org/press/en/2015/sc12008.doc.htm defectors of the army] formed the Free Syrian Army, pledging to overthrow the government. Seven years later, the war in Syria rages on.
The conflict in Syria and other parts of the Middle East and Northern Africa was exacerbated by economic downturns, and resulted in record numbers of refugees and economic migrants (known as ‘mixed migratory flows’) trying to cross the Mediterranean Sea to get to Europe.
==Displacement from Syria and Mediterranean Crossings ==
[[File:Mediterranean crossings 2014.png|thumb|Mediterranean crossings 2014. By [https://www.amnesty.org/download/Documents/8000/eur050062014en.pdf Amnesty International]. [https://creativecommons.org/licenses/by-nc-nd/4.0/legalcode CC BY-ND-NC 4.0]|left]]Syrians began to flee from their homes in [http://www.unhcr.org/ph/13427-seven-years-timeline-syria-crisis.html May 2011]. Some people fled to other areas within the country, becoming internally displaced people (IDPs), while others crossed international borders ([https://www.unrefugees.org/refugee-facts/what-is-a-refugee/ becoming refugees]). The first refugee camps were opened in Turkey, offering what the Turkish government then described as a ‘[https://www.nytimes.com/2011/11/15/world/middleeast/refugees-from-syria-settle-in-for-long-wait-in-turkey.html temporary residence]’. Za’atari camp, which would become the home of some 120,000 refugees in just one year, opened in Jordan in July 2012.

[[File:Screenshot 2018-09-18 four decades of cross mediterranean pdf.png|thumb|Unauthorized entries by sea into Europe as recorded by police authorities, 1998–2017. From [https://publications.iom.int/system/files/pdf/four_decades_of_cross_mediterranean.pdf Four Decades of Cross-Mediterranean Undocumented Migration to Europe - A Review of Evidence]. By Philippe Fargues. Copyright [https://www.iom.int/ International Organization for Migration]. Reproduced with Permission.]]
By October 2014, the number of refugees from the Middle East and North Africa risking their lives to reach Europe via the Mediterranean began to increase dramatically.

According to a report from [https://www.amnesty.org/download/Documents/8000/eur050062014en.pdf Amnesty International], as of September 15, 2014, 130,000 migrants and refugees had crossed the Mediterranean that year. Of these, at least 2,500 died attempting the journey, setting a new record. The crossings are dangerous for many reasons, including the use of flimsy and unseaworthy boats, inexperienced captains, overcrowding, and lack of life jacktets or other safety equipment.

Pictures of the dead bodies of migrants and refugees along the beaches of Italy and Greece were regularly shown by the media. As thousands of people arrived at the southern coast of Europe, the European Union struggled to come up with a coherent policy response. Western countries such as Canada also began to take note of the crisis.

By July 2015, the number of Syrian refugees [http://www.unhcr.org/news/press/2015/7/559d67d46/unhcr-total-number-syrian-refugees-exceeds-four-million-first-time.html reached the four million mark], with another eight million people displaced within Syria. On August 17, 2015, the [https://www.un.org/press/en/2015/sc12008.doc.htm United Nations Security Council expressed] “grave alarm over the continuing crisis” in Syria and pushed for a political solution.

[[File:Screenshot 2018-09-14 UNHCR Global Trends 2014.png|thumb|Major source countries of refugees in 2014. Source: [http://www.unhcr.org/statistics/country/556725e69/unhcr-global-trends-2014.html UNHCR Global Trends Forced Displacement in 2014]. [http://www.unhcr.org/terms-and-conditions.html Copyright UNHCR; reproduced with permission for educational purposes].|415x415px]]
Indicators of a worsening situation were shared throughout the fall of 2015. During the commemoration of World Refugee Day on June 20, 2015, the United Nations High Comissioner for Refugees (UNHCR) noted that [https://www.youtube.com/watch?v=ZlIkQNvInFA almost 60 million people around the globe had been forcibly displaced in the previous year]- more than at any other time in their records. According to Global Trends 2015 (the UNHCR’s annual report on forced displacement), of the 19.5 million refugees in 2014, the top country of origin was Syria, [http://www.unhcr.org/statistics/country/556725e69/unhcr-global-trends-2014.html with 3.88 million of its citizens forced to flee to another country].

Former High Commissioner for Refugees, António Guterres, stated: “''These people rely on us for their survival and hope. They wil remember what we do. Yet, even as this tragedy unfolds some of the countries more able to help are shutting their gates to people seeking asylum. Borders are closing, pushbacks are increasing and hostility is rising.''”

[[File:ISW-Camera-Record-Icon.png|40x40px]] Video of [https://www.youtube.com/watch?v=ZlIkQNvInFA António Guterres' Statement], from UNHCR, the UN Refugee Agency.
===A Picture Raises the Alarm===
On September 2, 2015, four years after the conflict in Syria began, the body of a young refugee boy named Alan Kurdi was found on a beach in Bodrum, Turkey. He had died on a flimsy boat while trying to make his way to Europe via the Mediterranean Sea. A [http://100photos.time.com/photos/nilufer-demir-alan-kurdi#photograph photograph of the boy] was taken by a journalist and the image quickly became viral in traditional media and social media. The boy’s dead body became an emblem of the Syrian refugee crisis and a call to action for many governments.

[[File:Alan Kurdi lifeless body.jpg|thumb|Photo of Alan Kurdi's lifeless body on a beach. Press photo that was [https://en.wikipedia.org/wiki/Twitter re-tweeted] by journalists on 2 September 2015. By [https://en.wikipedia.org/wiki/Nil%C3%BCfer_Demir Nilüfer Demir] from [https://www.vice.com/read/nilfer-demir-interview-876 DHA Agency (Turkey)]]]

==The Refugee Crisis and the Canadian Federal Elections==
The picture of Kurdi surfaced at the same time as Canada’s federal election entered its last month. [https://ipolitics.ca/2015/06/05/the-ekos-poll-harpers-approval-numbers-hitting-near-historical-lows/ Approval ratings for the current Prime Minister], Stephen Harper (Conservative), were at one of the lowest points of his leadership at, 32 percent. This indicated that Canadians were ready for a change in leadership. Given many people’s visceral response to Kurdi’s death, Canada’s answer to the refugee crisis became a key issue in each party’s platforms.

[http://angusreid.org/refugee-crisis/ Angus Reid public opinion polls] carried out in Canada after the image was published indicated that Canadians generally supported increased action to deal with the crisis. Seventy percent of Canadians surveyed felt that the Syrian refugee crisis was a global problem in which the Canadian government had a role to play, and only 35 percent approved of the current government’s response to the crisis. Under Harper’s leadership, Canada had committed to resettling [https://www.huffingtonpost.ca/kirsty-duncan-/harper-syrian-refugee-crisis_b_6355608.html?guccounter=1&guce_referrer_us=aHR0cHM6Ly93d3cuZ29vZ2xlLmRlLw&guce_referrer_cs=BQIoD9cpwp3XyzXTswIZQw 1,300 Syrian refugees by December 2014], but only 457 Syrian refugees had been accepted by the end of the year. Harper’s stance on the issue was focused largely on security matters. During a Facebook chat that took place on the week of September 9, 2015, [https://www.thestar.com/news/federal-election/2015/09/09/stephen-harper-defends-his-governments-handling-of-the-syrian-refugee-crisis.html the Prime Minister said]: [[File:Screenshot 2018-09-14 Canadians divided along political lines over whether to accept thousands of refugees in crisis.png|thumb|Poll data from [http://angusreid.org/refugee-crisis/ Canadians divided along political lines over whether to accept thousands of refugees in crisis] by [http://angusreid.org/ Angus Reid Institute]. Copyright 2018; Reprinted with Permission.|360x360px]]
<blockquote>''“We cannot open the floodgates and airlift tens of thousands of refugees out of a terrorist war zone without proper process. That is too great a risk for Canada. ”''</blockquote>

In addition, the Convservatives had lapsed $125 million in development assistance in order to report a surplus during the election year.

Interestingly, the same polls indicated that opinions diverged strongly between Conservative, and Liberal and New Democrat voters. Over 70 percent of Liberal and New Democratic Party (NDP) voters supported stronger action by Canada, while only 58 percent of Conservative voters felt the same way.

The two main parties seeking to take over leadership, the Liberals and the NDP, correctly perceived the importance of increased solidarity for refugees among their electorates. Each promised to increase the number of Syrian refugees welcomed to Canada in a shorter timeframe. The [https://www.cicnews.com/2015/09/canadas-political-parties-stand-refugee-intake-096067.html#gs.ellVMos Liberals promised to bring in 25,000 people by the end of 2015], while the NDP vowed to bring in 10,000 people by the end of the same year. Instead of focusing on refugee resettlement, Harper proposed ameliorating the situation via a combination of military action and admittance of refugees (video below). The [https://www.ctvnews.ca/politics/election/platforms/refugees-and-citizenship-1.2603508 incumbent party promised to resettle 10,000 refugees], but only by September 2016.

[[File:ISW-Camera-Record-Icon.png|left|40x40px]]

Video of [https://www.youtube.com/watch?v=tOZTsO5ofnE Stephen Harper sharing his thoughts on the refugee crisis], from CBC News.

==The Refugee Crisis and Justin Trudeau==
Although horrific, the events of October 2015 presented the perfect opportunity for candidates to push their agendas. In particular, Justin Trudeau, leader of the Liberal Party, promised to bring the largest number of refugees in the shortest amount of time. A cunning politician, he merged a problem, policy and politics. The context also afforded him the opportunity to promote the Liberals’ pro-asylum values, effectively tying his party to Canadian ideals of solidarity, generosity and humanitarianism.

The [https://www.cbc.ca/news2/interactives/results-2015/ results of the 2015 elections] gave the Liberals a clear majority with 184 seats, as well as 39.5 percent of the popular vote. The Conservatives became the official opposition:
{| class="wikitable"
!Liberal
!Conservatives
!NDP
!BQ
!Green
|-
|184 seats
|99 seats
|44 seats
|10 seats
|1 seat
|-
|39.35%
of votes
|31.9%
of votes
|19.7%
of votes
|4.7%
of votes
|3.5%
of votes
|}

==Refugee Crisis and the Media==
[[File:Diffusion graph from the first appearance of the picture on twitter. The size of the node indicates the impact on the audience.png|thumb|Diffusion graph from the first appearance of the picture on twitter. The size of the node indicates the impact on the audience. By Vis, F., & Goriunova, O via [https://www.scribd.com/document/293236608/Visual-Social-Media-Lab-The-Iconic-Image-on-Social-Media-a-rapid-research-response-to-the-death-of-Aylan-Kurdi#fullscreen&from_embed SCRIBD]. [https://creativecommons.org/licenses/by-nc-nd/4.0/legalcode CC BY-ND-NC].]]Although the issue of granting asylum to Syrian refugees had been simmering in the news since around 2013, the image of Kurdi’s body brought the issue to the forefront of the medias’ attention and policymakers’ agendas. Policymakers in Ottawa were particularly pressured to prioritize the issue when it was found that the boy’s aunt, Tima Kurdi, was [https://www.cbc.ca/news/canada/british-columbia/aunt-of-alan-kurdi-drowned-syrian-boy-did-not-apply-to-sponsor-family-in-canada-1.3214517 trying to get refugee status] for both of her brothers (one of whom was Kurdi’s father). However, after spending months preparing one of the applications that was returned due to being incomplete, she had felt discouraged to seek refugee status for her other brother. <blockquote>''"Obviously, this is devastating for the family. We need to address the situation. We need to look at how we can bring people into our country," said [https://www.cbc.ca/news/canada/british-columbia/syria-migrants-canada-drowned-migrants-1.3213772 NDP MP Fin Donnelly]. ''</blockquote>

As is the case with many contentious issues, the media played a significant role in bringing the refugee issue to the attention of policymakers. It did this by increasing awareness about refugees and indirectly pressuring politicians to act.

[https://www.dowjones.com/products/factiva/ Factiva] is an online tool that aggregates 36,000 Sources (media articles, journals, radio transcripts, etc.) to provide researchers and other interested parties with relevant quantitative data. A search for the key words “Syrian Refugees” and “Canada” brought 8,636 results for the period of January 1, 2013 to December 31, 2017. The graph below shows a significant increase in the number of media mentions from 2014 (311 mentions) to 2015 (3,826 mentions), an indication of increased media attention and a proxy for the issue’s agenda status among policymakers.

[[File:Media mention of syrian refugees and canada.png|thumb|Number of media mentions of Syrian refugees and Canada. Source: [https://www.dowjones.com/products/factiva/ Factiva]. By Susanne Beilmann, [https://creativecommons.org/licenses/by-sa/4.0/ CC BY-SA 4.0.]|left]]

Factiva does not provide data breakdowns by month, but one would estimate a substantial increase from August to November 2015. This time range includes Kurdi’s death, the federal elections and the [https://www.bbc.com/news/world-europe-34818994 terrorist attacks that took place in Paris.] This may have contributed to media mentions because it was [https://www.washingtonpost.com/news/worldviews/wp/2015/11/17/were-syrian-refugees-involved-in-the-paris-attacks-what-we-know-and-dont-know/?noredirect=on&utm_term=.a0fa446a87d2 alleged that one of the attackers held a Syrian passport] and had entered Europe via Greece, a popular route among refugees.

Social media also played an important role in getting the issue on political agendas. A [https://www.scribd.com/document/293236608/Visual-Social-Media-Lab-The-Iconic-Image-on-Social-Media-a-rapid-research-response-to-the-death-of-Aylan-Kurdi#fullscreen&from_embed comprehensive study by the Visual Social Media Lab], a research firm seeking to better understand the effects of social media and society, indicates that millions of tweets were shared after the initial photograph of Kurdi was published. As the image spread wider and wider, the terminology used changed from ‘migrant’ to ‘refugee’, indicating greater awareness of the situation and increased expectations for accountability from political leaders. A tweet by Liz Sly, the Washington Post Bureau Chief in Beirut, went viral after it was retweeted 7,421 times.

==Making a Decision==
One of Trudeau’s election promises was the resettlement of 25,000 Syrian refugees. His party won the elections and, as a result of working within a parliamentary system, was able to fully enact his promise with little opposition shortly after coming into power.

[[File:Trudeau Syrian Refugee Tweet.png|thumb|Justin Trudeau, [https://twitter.com/JustinTrudeau/status/663827611991216128?ref_src=twsrc%5Etfw%7Ctwcamp%5Etweetembed%7Ctwterm%5E663827611991216128&ref_url=https%3A%2F%2Fwww.cbc.ca%2Fnews%2Fpolitics%2Fimmigration-minister-john-mccallum-1.3310839 Twitter].]]

[https://www.cbc.ca/news/politics/full-list-of-justin-trudeau-s-cabinet-1.3300699 Trudeau unveiled his 31-member Cabinet] on November 4, 2015. Every member was picked by Trudeau and thus loyal to the Liberal party. They were sure to support any policy or law change that the Government put forward. When Trudeau announced that the resettlement plan would be presented to the Cabinet on November 12, 2015, he was confident that he would have full support from its member who held a clear majority in the House of Commons.

Trudeau was able to swiftly put his refugee plan into action because, as Prime Minister, he and his party had predominant control over the government agenda. Though it is politically sound (and advantageous) to listen to the concerns of the opposition and interest groups, the Prime Minister and Cabinet are free to do as they wish. For example, several settlement groups and [https://www.cbc.ca/news/politics/trudeau-syria-refugees-settlement-groups-1.3291959 former government officials urged Trudeau to slow down the resettlement process], citing logistical concerns. However, keen to keep his election commitment, Trudeau and his party largely kept to their promise.

[[File:ISW-Camera-Record-Icon.png|40x40px]] Video of [https://www.cbc.ca/news/politics/trudeau-syria-refugees-settlement-groups-1.3291959 Former Ontario Deputy Minister of Immigration, Naomi Alboim, discusses liberal refugee plan], from CBC News.

==Carrying Out the Policy==
The Liberals’ policy was implemented in a top-down manner. Several variables enabled its relative success:
:1. The official name of Trudeau’s policy was [https://pm.gc.ca/eng/news/2015/12/11/statement-prime-minister-canada-arrival-syrian-refugees #WelcomeRefugees]. Although there is no ambiguity in the quantities of refugees and dates involved in the policy, some clarity is lacking in the types of refugees. Note the difference between the term ‘Syrians’ and ‘Government-assisted refugees’ (GARs). The term Syrians could include privately-sponsored refugees<ref>In the private sponsorship program, a group of individuals commits to provide financial, housing, social, and psychological support to a refugee(s) for approximately one year.</ref>, Blended Visa Office-Referred Refugee<ref>In the [https://www.canada.ca/en/immigration-refugees-citizenship/services/refugees/help-outside-canada/private-sponsorship-program/blended-visa-office-program.html Blended Visa Office-Referred program], the UNHCR matches refugees designated for resettlement with a private sponsor in Canada. </ref>, or GARs. This ambiguity ensured some flexibility for the government in terms of how many refugees it would independently have to bring to the country versus how many would be brought by private sponsors.
:2. At the federal level, the assumptions underlying the Liberals’ refugee plan was plain to see: If Canada resettles more refugees, then the number of refugees in distress will decrease. The resettlement of refugees is the instrument and decreasing the number of distressed refugees is the desired effect. Unfortunately, the Liberals’ assumption was not as accurate at the provincial or municipal level. There was little clarity in what instruments the provincial and municipal governments, as well as civil society organizations, were meant to use to contribute towards distress reduction. <blockquote>''“We support this goal. But today’s announcement was short on details and we believe Canadians were looking for a concrete plan for getting vulnerable refugees out of harm’s way, not hearing about new cabinet subcommittees,” NDP MP Jenny Kwan said.''</blockquote> According to the Liberals’ original plan, a total of 25,000 refugees would be brought to Canada by the end of 2015. When it became clear that the ‘how’ in Trudeau’s plan was, for all intents and purposes, inexistent, the plan had to be revised. On November 17, 2015, the [https://www.cbc.ca/news/politics/liberal-plan-syrian-refugees-1.3333623 government announced that only 10,000 refugees would arrive in Canada by December 31, 2015], and another 25,000 would arrive by March 2016. This delay was due, in large part, to the [https://www.theglobeandmail.com/news/politics/two-more-weeks-needed-to-bring-10000-syrian-refugees-to-canada-liberals/article27970929/ unrealistic plan of relocating 25,000 people to another country in the space of seven weeks].

[[File:ISW-Camera-Record-Icon.png|40x40px]] Video of [https://www.cbc.ca/news/politics/liberal-plan-syrian-refugees-1.3333623 Health Minister Jane Philpott, Chair of the Cabinet Subcommittee on Refugees, explains the refugee plan's resettlement delay.] “We set a very ambitious target for ourselves, and we have worked very hard to determine how we can best do this”, she said. From CBC's Power and Politics.

:3. The policy had a sound legal basis and included additional funding, which would serve as an incentive for action. The Liberals’ refugee plan was based on Canada’s [http://laws.justice.gc.ca/eng/acts/i-2.5/ Immigration and Refugee Protection Act], which was assented to in 2001. In addition, Canada is party to the [http://www.unhcr.org/1951-refugee-convention.html 1951 United Nations Convention Relating to the Status of Refugees]. Although the number of refugees admitted to Canada is usually decided by the Minister of Immigration, Refugees and Citizenship, this time the number was decided by the Prime Minister.
:[http://www.forces.gc.ca/en/operations-abroad/op-provision.page Approximately $950,000,000 was allocated to the initiative]. Approximately $600 million was allotted to the provinces and territories outside of Quebec for settlement services, while a[https://www.ourcommons.ca/DocumentViewer/en/42-1/CIMM/report-7/page-27#init n additional $6.8 million was provided to settlement agencies and other service providers.]
:4. At the federal level, [http://www.forces.gc.ca/en/operations-abroad/op-provision.page Trudeau appointed the department of Immigration, Refugees and Citizenship Canada], under the leadership of the then Minister of Immigration, Refugees and Citizenship, John McCallum, to lead the policy efforts in the horizontal initiative<ref>A horizontal initiative refers to situations wherein two or more federal organizations collaborate on a common policy under a formal funding agreement. </ref>. Other federal organizations involved included Global Affairs Canada and Canada Border Services Agency. Non-federal and non-governmental partners included the UNHCR, provincial and territorial governments, and various resettlement service provider organizations who would support in areas such as language training, help finding work and support with daily life. [https://www.cbc.ca/news/politics/immigration-minister-john-mccallum-1.3310839 Trudeau also formed a cabinet ad-hoc committee to facilitate the coordination among agencies.] This committee was chaired by the Minister of Health and included the Ministers of Imigration, Refugees and Citizenship, International Development and National Defense.
:At the provincial level, initiatives taken by several provinces serve as indicators of their commitment. [https://www.theglobeandmail.com/news/national/from-sea-to-sea-candas-refugee-settlement-plan-is-vast-complex/article27487708/ Some of the actions taken include]:
::*Schools in Alberta being asked to find additional spaces for Syrian students
::*Health authorities in British Columbia hiring more Arabic interpreters
::*Medical officers in Ontario preparing trauma counsellors
::*Quebec declaring it would support the resettlement of 7,300 Syrians over two years The steps taken by provincial officials indicate their commitment to the policy outcome. They added and expanded services that would facilitate the local integration of Syrian refugees.
:5. Many social organizations around the world lauded Canada’s new policy. “This is a huge gesture of solidarity with the Syrian people,” [http://www.unhcr.org/news/press/2015/11/5641dec16/unhcr-hails-canadas-pledge-25000-syria-refugees.html declared then UN High Commissioner for Refugees António Guterres].
:In Canada, Liberal leaders supported the policy while other parties showed disapproval, citing the hasty design of the policy and the lack of information about the costs involved. Some were concerned about the policy’s [https://www.canada.ca/en/immigration-refugees-citizenship/services/refugees/welcome-syrian-refugees/first-2500-process/phase-1.html prioritization of vulnerable people and complete families] and the exclusion of unaccompanied heterosexual men. [https://www.cbc.ca/news/politics/tom-mulcair-premiers-refugees-1.3331047 Tom Mulcair, leader of the NDP, derided the policy’s exclusion of men], “Excluding them in advance is not the Canadian way”, he said.
[[File:ISW-Camera-Record-Icon.png|40x40px]] Video of [https://www.cbc.ca/news/politics/tom-mulcair-premiers-refugees-1.3331047 Tom Mulcair, leader of the NDP, derided the policy’s exclusion of men], “Excluding them in advance is not the Canadian way”, he said. From CBC News.
::Disapproval grew particularly strong after the Paris attacks, when anti-muslim sentiment increased. Some politicians, such as the Conservative Premier of Saskatchewan, Brad Wall, stated that Trudeau’s refugee resettlement program needed to slow down, lest refugees with nefarious aims be allowed in the country: <blockquote>''"The recent attacks in Paris are a grim reminder of the death and destruction even a small number of malevolent individuals can inflict upon a peaceful country and its citizens. Surely, we do not want to be date-driven or numbers-driven in an endeavor that may affect the safety of our citizens and the security of our country," wrote Wall in [https://www.cbc.ca/news/canada/saskatoon/sask-premier-brad-wall-asks-ottawa-to-suspend-syrian-refugee-plan-1.3321159 a letter to Trudeau]. ''</blockquote>
::Likewise, [https://www.thestar.com/news/canada/2015/11/24/liberals-push-back-deadline-on-syrian-refugees.html some leaders expressed concern] over the lack of specific information about the real costs involved in the policy.
:6. Fortunately, [https://countryeconomy.com/gdp/canada?year=2016 Canada’s economy did not suffer any major setbacks] between 2015 and 2016: in 2016 its GDP grew by 1.6 percent in comparison to the previous year. Likewise, it did not suffer from a natural disaster or enter any wars. The refugee policy was not affected by this condition.

'''Footnotes:'''
<references/>

== The First Arrivals==
[[File:Trudeau Syrian Refugee Welcome Tweet.png|thumb|Justin Trudeau, [https://twitter.com/JustinTrudeau/status/675314389541629952 Twitter]]]
The first plane carrying 163 [https://globalnews.ca/news/2394286/live-blog-toronto-set-to-welcome-feds-first-syrian-refugees-to-canada/ refugees arrived in Toronto] on December 10, 2015. They were greeted by Prime Minister Trudeau, other government officials and some media outlets. Some of the refugees would stay in Ontario, while others would go on to Alberta and British Columbia. Other planeloads would arrive throughout the following months, with the first 10,000 refugees landing by January 13, 2016.

The remaining 15,000 refugees would arrive by the end of February, 2016. The 25,000 people would be a mix of privately sponsored and GARs. Evidently, the Liberals were unable to keep their promise of bringing 25,000 refugees by the end of 2015.

==Settlement and Integration throughout Canada==
The final destination of many refugees was a result of [https://www.canada.ca/en/immigration-refugees-citizenship/services/refugees/canada-role/matching-process.html a matching process], wherein the Resettlement Operations Centre in Ottawa collaborated with Immigration, Refugees and Citizenship Canada (IRCC) to learn more about the background and needs of refugees, where they might have family or friends in Canada, their medical needs and the availablility of settlement services. The [https://www.canada.ca/en/immigration-refugees-citizenship/corporate/reports-statistics/evaluations/rapid-impact-evaluation-syrian-refugee-initiative.html#toc1-2 majority of Syrian refugees went to Ontario], followed by Alberta and British Columbia.

The federal government’s [https://sencanada.ca/en/Content/Sen/Committee/421/RIDR/05ev-52611-e main goals for supporting settlement and integration centered around housing, language training and jobs]. The government’s Resettlement Assistance Program ensured the provision of basic services to refugees around the country as well as one year of basic income support. Once the first year passed, refugees would be eligible to receive provincial social assistance support.

The government worked with provincial and city governments, as well as over 500 service provider organizations across the country to carry out the settlement and integration aspects of the refugee policy. [https://www.canada.ca/en/immigration-refugees-citizenship/services/refugees/welcome-syrian-refugees/destination-communities-map.html These organizations], which received funding from the IRCC, supported refugees with services such as language training, job seeking, gender and age-based support, and related.
[[File:Screenshot 2018-09-12 Map of destination communities and service provider organizations - Canada ca.png|thumb|[https://www.canada.ca/en/immigration-refugees-citizenship/services/refugees/welcome-syrian-refugees/destination-communities-map.html Map of destination communities and service provider organizations] by Government of Canada.]]
As [https://sencanada.ca/en/Content/Sen/Committee/421/RIDR/05ev-52611-e Dawn Edlund, Associate Assistant Deputy Minister, Operations, IRCC], noted, <blockquote>''“There is a really strong partnership between the federal government and our settlement-providing organizations, and we're learning lessons from them every day and identifying with them the gaps they're seeing on the ground…and then making sure we get the money addressed towards those gaps.”''</blockquote>

In Canada, the federal government and the [https://www.canada.ca/en/immigration-refugees-citizenship/corporate/mandate/policies-operational-instructions-agreements/agreements/federal-provincial-territorial.html IRCC have agreements with each provincial or territorial government] that determine how each is to share on the responsibility for immigration and refugees. For example, in British Columbia, while developing annual intakes for refugees and immigrants, the federal government will [https://www.canada.ca/en/immigration-refugees-citizenship/corporate/mandate/policies-operational-instructions-agreements/agreements/federal-provincial-territorial/british-columbia/canada-british-columbia-immigration-agreement-2015.html take into consideration the provinces’s own annual targets and objectives].
Many provinces such as Manitoba, Ontario and British Columbia, began to take initatives to support the integration of refugees as early as September 2015. [https://www.huffingtonpost.ca/2015/09/08/syrian-refugees-in-bc_n_8107346.html Manitoba pledged $40,000] to help settlement organizations support hundreds of additional refugees, while British Columbia committed to $1 million towards trauma counselling, job placement programs and the recognition of foreign credentials.

Cities throughout the country collaborated with local settlement agencies to welcome and help settle refugees. In Vancouver, [https://www.mayorofvancouver.ca/news/mayor-welcomes-refugees-vancouver Mayor Robertson] worked with the Immigrant Services Society of BC (ISSofBC) and the Mayors of Coquitlam and Surrey to help Syrian refugees as they settle. Likewise, in Calgary, [http://www.calgary.ca/CSPS/CNS/Pages/Immigrants-newcomers-and-refugees/Syria.aspx Mayor Nenshi supported the Calgary Catholic Immigration Society] in coordinating resettlement initiatives.

A [https://www.canada.ca/content/dam/ircc/migration/ircc/english/resources/evaluation/pdf/e1-2016-execsum-en.pdf Rapid Impact Evaluation] was conducted in late December 2016 to assess the impact of the refugee policy. It found that, though the initiative had been largely a success, there were some areas for improvement, including:
* The need for end-to-end comprehensive planning, including settlement considerations, by the IRCC
* The need for accurate and timely provision of information regarding refugees to IRCC staff, partners and stakeholders
* The provision of a pre-arrival orientation to refugees prior to arriving in Canada

==Four Years Later==
For many Syrian refugees who had arrived in Canada in December 2015, December 2018 was an important month. Many newcomers had by then spent 1,095 days in Canada which meant that, after passing a language proficiency exam, they would be eligible to apply for Canadian citizenship.

However, according to immigration advocates [https://www.theglobeandmail.com/canada/article-three-years-on-many-syrian-refugees-find-the-path-to-canadian/ many challenges remained] for refugees, including poverty, learning English or French, and paying for the citizenship application ($630 per adult and $100 per child). For example, of the approximately 1,700 refugees who arrived in Nova Scotia in 2015, 795 remained on income assistance in September 2018.

Compounding the problems related to local integration was the fact that IRCC was not properly tracking outcomes related to services and programs meant to support Syrian refugees. That is, the government was failing to track the implementation of its policies. A [http://www.oag-bvg.gc.ca/internet/English/parl_oag_201711_03_e_42668.html#hd3e fall 2017 report] by the Office of the Auditor General (OAG) found that the federal government had failed to gather timely information on language training and had not fully implemented its strategy to measure outcomes among Syrians. [https://www.ctvnews.ca/canada/services-provided-but-outcomes-not-tracked-for-syrian-refugees-ag-1.3687296 Auditor general Michael Ferguson noted], “It is very much incumbent on the department to collect the information to understand what's going on at the provincial level as well because it is their responsibility to understand if these refugees are integrating.”

The OAG’s report focused on three areas: service delivery, management of information for decision making, and outcome measurement.

In terms of service delivery, the report found that most refugees had received settlement services. More than 80% had a needs assessment and 75% of people who received language assessment assisted language classes.
[[File:Settlement services received by Syrian refugees.png|thumb|Settlement services received by Syrian refugees. Source: [http://www.oag-bvg.gc.ca/internet/English/parl_oag_201711_03_e_42668.html#hd3b Office of the Auditor General of Canada: Report 3-Settlement Services for Syrian Refugees—Immigration, Refugees and Citizenship Canada]]]
Results were not as positive for the management of information required for decision making. The federal government had allocated approximately $257 million for the delivery of these services, and without required information the expenditure of these funds could be problematic.

Specifically, the OAG found that IRCC did not have precise or timely information on language training necessary for managing services. Therefore, it could not monitor whether funding was being directed at the right location or if it was having a positive outcome. The report also found that contribution agreements made between IRCC and service providers did not include service expectations, leading to differing quality and inconsistency throughout Canada.

The third area of the audit, outcome measurement, also showed negative results. Although IRCC had developed an Outcomes Monitoring Framework for measuring the results of its Syrian refugee initiative, it had not collected information from the provinces for some of its indicators.

These indicators include variables such as access to health care and education, income assistance, and housing.

IRCC agreed with all of the report’s recommendations and set about carrying out a series of changes and adding new plans and programs for the adequate delivery and monitoring of its services and programs.

Local integration is a continual process. Like many other articles, a [https://www.macleans.ca/news/canada/how-syrian-refugees-to-canada-have-fared-since-2015/ May 2019 article] published in MacLean’s profiled a Syrian family that faced challenges yet continued to work hard to find their way. The mother of the family, Baraa, chose to attend English classes at a local church, while her husband, Jehad, chose to work in order to gain more independence and pay the bills.

The same article described results from a StatsCan report indicating that, after 15 years in Canada, refugees from certain countries had incomes that were very similar to those of immigrants. However, other refugees from other countries appeared to fare a lot worse. It is still too early to tell how Syrian refugees will do in the long term. Bessma Momani, professor at the Balsillie School of International Affairs, is hopeful for Syrians in Canada: “I think we’ll see a lot of new small businesses coming out of this group of Syrian refugees. I suspect by the next census, the numbers [of employed Syrian refugees] will have greatly improved.”

In June 2019, the Research and Evaluation Branch of IRCC published the [https://www.canada.ca/en/immigration-refugees-citizenship/corporate/reports-statistics/evaluations/syrian-outcomes-report-2019.html executive summary of the Syrian Outcomes Report], which provides an overview of the integration outcomes for Syrian refugees resettled in Canada between November 2015 and December 2016. The results indicate that “Syrian integration outcomes have been steadily improving since their arrival in Canada. Syrians are getting the help they need. They feel welcome in their communities.” Other outcomes reported include increasing rates of employment, challenges with social and linguistic barriers, and having enough information to carry out their day-to-day lives. The full report will be released in October 2019.

==Sharing Permission==
When reusing this resource, please attribute as follows: ''Susanne Beilmann''.
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[[Category: Open Case Studies]]

Documentation:Open Case Studies/SPPGA/The Canadian Government's Response to the 2015 Syrian Refugee Crisis

2019-09-19T20:47:02Z

DebChen:

==Introduction==
[[File:Syria_2004_CIA_map.jpg|thumb|Map of Syria. By [https://en.wikipedia.org/wiki/Central_Intelligence_Agency US Central Intelligence Agency], via [https://commons.wikimedia.org/wiki/File:Syria_2004_CIA_map.jpg Wikimedia Commons]. [https://en.wikipedia.org/wiki/public_domain Public Domain]]]
The [https://www.aljazeera.com/news/2016/05/syria-civil-war-explained-160505084119966.html war in Syria] broke out in March 2011, while many countries in the Middle East and North Africa experienced mass demonstrations and uprisings that became known as the Arab Spring. The protests in Syria were triggered by the arrest and torture of a group of students who put up anti-government graffiti. One of the students, a 13-year-old boy, was killed after having been tortured. [[File:20151030_Syrians_and_Iraq_refugees_arrive_at_Skala_Sykamias_Lesvos_Greece_2.jpg|thumb|Migrants and refugees reach the coastal waters of Lesbos in Greece, after having crossed from Turkey. By [https://commons.wikimedia.org/wiki/User:Ggia Ggia], [https://commons.wikimedia.org/wiki/File:20151030_Syrians_and_Iraq_refugees_arrive_at_Skala_Sykamias_Lesvos_Greece_2.jpg via Wikimedia Commons]. [https://creativecommons.org/licenses/by-sa/4.0/deed.en CC BY-SA 4.0]|left|290x290px]]

Soon, more and more people took to the streets, demanding greater freedom and democracy. By July 2011, hundreds of thousands of people were taking part in the demonstrations, requesting that President Bashar Al-Assad step down from power. Hundreds of demonstrators were killed and many more were imprisoned.

That same month, [https://www.un.org/press/en/2015/sc12008.doc.htm defectors of the army] formed the Free Syrian Army, pledging to overthrow the government. Seven years later, the war in Syria rages on.
The conflict in Syria and other parts of the Middle East and Northern Africa was exacerbated by economic downturns, and resulted in record numbers of refugees and economic migrants (known as ‘mixed migratory flows’) trying to cross the Mediterranean Sea to get to Europe.
==Displacement from Syria and Mediterranean Crossings ==
[[File:Mediterranean crossings 2014.png|thumb|Mediterranean crossings 2014. By [https://www.amnesty.org/download/Documents/8000/eur050062014en.pdf Amnesty International]. [https://creativecommons.org/licenses/by-nc-nd/4.0/legalcode CC BY-ND-NC 4.0]|left]]Syrians began to flee from their homes in [http://www.unhcr.org/ph/13427-seven-years-timeline-syria-crisis.html May 2011]. Some people fled to other areas within the country, becoming internally displaced people (IDPs), while others crossed international borders ([https://www.unrefugees.org/refugee-facts/what-is-a-refugee/ becoming refugees]). The first refugee camps were opened in Turkey, offering what the Turkish government then described as a ‘[https://www.nytimes.com/2011/11/15/world/middleeast/refugees-from-syria-settle-in-for-long-wait-in-turkey.html temporary residence]’. Za’atari camp, which would become the home of some 120,000 refugees in just one year, opened in Jordan in July 2012.

[[File:Screenshot 2018-09-18 four decades of cross mediterranean pdf.png|thumb|Unauthorized entries by sea into Europe as recorded by police authorities, 1998–2017. From [https://publications.iom.int/system/files/pdf/four_decades_of_cross_mediterranean.pdf Four Decades of Cross-Mediterranean Undocumented Migration to Europe - A Review of Evidence]. By Philippe Fargues. Copyright [https://www.iom.int/ International Organization for Migration]. Reproduced with Permission.]]
By October 2014, the number of refugees from the Middle East and North Africa risking their lives to reach Europe via the Mediterranean began to increase dramatically.

According to a report from [https://www.amnesty.org/download/Documents/8000/eur050062014en.pdf Amnesty International], as of September 15, 2014, 130,000 migrants and refugees had crossed the Mediterranean that year. Of these, at least 2,500 died attempting the journey, setting a new record. The crossings are dangerous for many reasons, including the use of flimsy and unseaworthy boats, inexperienced captains, overcrowding, and lack of life jacktets or other safety equipment.

Pictures of the dead bodies of migrants and refugees along the beaches of Italy and Greece were regularly shown by the media. As thousands of people arrived at the southern coast of Europe, the European Union struggled to come up with a coherent policy response. Western countries such as Canada also began to take note of the crisis.

By July 2015, the number of Syrian refugees [http://www.unhcr.org/news/press/2015/7/559d67d46/unhcr-total-number-syrian-refugees-exceeds-four-million-first-time.html reached the four million mark], with another eight million people displaced within Syria. On August 17, 2015, the [https://www.un.org/press/en/2015/sc12008.doc.htm United Nations Security Council expressed] “grave alarm over the continuing crisis” in Syria and pushed for a political solution.

[[File:Screenshot 2018-09-14 UNHCR Global Trends 2014.png|thumb|Major source countries of refugees in 2014. Source: [http://www.unhcr.org/statistics/country/556725e69/unhcr-global-trends-2014.html UNHCR Global Trends Forced Displacement in 2014]. [http://www.unhcr.org/terms-and-conditions.html Copyright UNHCR; reproduced with permission for educational purposes].|415x415px]]
Indicators of a worsening situation were shared throughout the fall of 2015. During the commemoration of World Refugee Day on June 20, 2015, the United Nations High Comissioner for Refugees (UNHCR) noted that [https://www.youtube.com/watch?v=ZlIkQNvInFA almost 60 million people around the globe had been forcibly displaced in the previous year]- more than at any other time in their records. According to Global Trends 2015 (the UNHCR’s annual report on forced displacement), of the 19.5 million refugees in 2014, the top country of origin was Syria, [http://www.unhcr.org/statistics/country/556725e69/unhcr-global-trends-2014.html with 3.88 million of its citizens forced to flee to another country].

Former High Commissioner for Refugees, António Guterres, stated: “''These people rely on us for their survival and hope. They wil remember what we do. Yet, even as this tragedy unfolds some of the countries more able to help are shutting their gates to people seeking asylum. Borders are closing, pushbacks are increasing and hostility is rising.''”

[[File:ISW-Camera-Record-Icon.png|40x40px]] Video of [https://www.youtube.com/watch?v=ZlIkQNvInFA António Guterres' Statement], from UNHCR, the UN Refugee Agency.
===A Picture Raises the Alarm===
On September 2, 2015, four years after the conflict in Syria began, the body of a young refugee boy named Alan Kurdi was found on a beach in Bodrum, Turkey. He had died on a flimsy boat while trying to make his way to Europe via the Mediterranean Sea. A [http://100photos.time.com/photos/nilufer-demir-alan-kurdi#photograph photograph of the boy] was taken by a journalist and the image quickly became viral in traditional media and social media. The boy’s dead body became an emblem of the Syrian refugee crisis and a call to action for many governments.

[[File:Alan Kurdi lifeless body.jpg|thumb|Photo of Alan Kurdi's lifeless body on a beach. Press photo that was [https://en.wikipedia.org/wiki/Twitter re-tweeted] by journalists on 2 September 2015. By [https://en.wikipedia.org/wiki/Nil%C3%BCfer_Demir Nilüfer Demir] from [https://www.vice.com/read/nilfer-demir-interview-876 DHA Agency (Turkey)]]]

==The Refugee Crisis and the Canadian Federal Elections==
The picture of Kurdi surfaced at the same time as Canada’s federal election entered its last month. [https://ipolitics.ca/2015/06/05/the-ekos-poll-harpers-approval-numbers-hitting-near-historical-lows/ Approval ratings for the current Prime Minister], Stephen Harper (Conservative), were at one of the lowest points of his leadership at, 32 percent. This indicated that Canadians were ready for a change in leadership. Given many people’s visceral response to Kurdi’s death, Canada’s answer to the refugee crisis became a key issue in each party’s platforms.

[http://angusreid.org/refugee-crisis/ Angus Reid public opinion polls] carried out in Canada after the image was published indicated that Canadians generally supported increased action to deal with the crisis. Seventy percent of Canadians surveyed felt that the Syrian refugee crisis was a global problem in which the Canadian government had a role to play, and only 35 percent approved of the current government’s response to the crisis. Under Harper’s leadership, Canada had committed to resettling [https://www.huffingtonpost.ca/kirsty-duncan-/harper-syrian-refugee-crisis_b_6355608.html?guccounter=1&guce_referrer_us=aHR0cHM6Ly93d3cuZ29vZ2xlLmRlLw&guce_referrer_cs=BQIoD9cpwp3XyzXTswIZQw 1,300 Syrian refugees by December 2014], but only 457 Syrian refugees had been accepted by the end of the year. Harper’s stance on the issue was focused largely on security matters. During a Facebook chat that took place on the week of September 9, 2015, [https://www.thestar.com/news/federal-election/2015/09/09/stephen-harper-defends-his-governments-handling-of-the-syrian-refugee-crisis.html the Prime Minister said]: [[File:Screenshot 2018-09-14 Canadians divided along political lines over whether to accept thousands of refugees in crisis.png|thumb|Poll data from [http://angusreid.org/refugee-crisis/ Canadians divided along political lines over whether to accept thousands of refugees in crisis] by [http://angusreid.org/ Angus Reid Institute]. Copyright 2018; Reprinted with Permission.|360x360px]]
<blockquote>''“We cannot open the floodgates and airlift tens of thousands of refugees out of a terrorist war zone without proper process. That is too great a risk for Canada. ”''</blockquote>

In addition, the Convservatives had lapsed $125 million in development assistance in order to report a surplus during the election year.

Interestingly, the same polls indicated that opinions diverged strongly between Conservative, and Liberal and New Democrat voters. Over 70 percent of Liberal and New Democratic Party (NDP) voters supported stronger action by Canada, while only 58 percent of Conservative voters felt the same way.

The two main parties seeking to take over leadership, the Liberals and the NDP, correctly perceived the importance of increased solidarity for refugees among their electorates. Each promised to increase the number of Syrian refugees welcomed to Canada in a shorter timeframe. The [https://www.cicnews.com/2015/09/canadas-political-parties-stand-refugee-intake-096067.html#gs.ellVMos Liberals promised to bring in 25,000 people by the end of 2015], while the NDP vowed to bring in 10,000 people by the end of the same year. Instead of focusing on refugee resettlement, Harper proposed ameliorating the situation via a combination of military action and admittance of refugees (video below). The [https://www.ctvnews.ca/politics/election/platforms/refugees-and-citizenship-1.2603508 incumbent party promised to resettle 10,000 refugees], but only by September 2016.

[[File:ISW-Camera-Record-Icon.png|left|40x40px]]

Video of [https://www.youtube.com/watch?v=tOZTsO5ofnE Stephen Harper sharing his thoughts on the refugee crisis], from CBC News.

==The Refugee Crisis and Justin Trudeau==
Although horrific, the events of October 2015 presented the perfect opportunity for candidates to push their agendas. In particular, Justin Trudeau, leader of the Liberal Party, promised to bring the largest number of refugees in the shortest amount of time. A cunning politician, he merged a problem, policy and politics. The context also afforded him the opportunity to promote the Liberals’ pro-asylum values, effectively tying his party to Canadian ideals of solidarity, generosity and humanitarianism.

The [https://www.cbc.ca/news2/interactives/results-2015/ results of the 2015 elections] gave the Liberals a clear majority with 184 seats, as well as 39.5 percent of the popular vote. The Conservatives became the official opposition:
{| class="wikitable"
!Liberal
!Conservatives
!NDP
!BQ
!Green
|-
|184 seats
|99 seats
|44 seats
|10 seats
|1 seat
|-
|39.35%
of votes
|31.9%
of votes
|19.7%
of votes
|4.7%
of votes
|3.5%
of votes
|}

==Refugee Crisis and the Media==
[[File:Diffusion graph from the first appearance of the picture on twitter. The size of the node indicates the impact on the audience.png|thumb|Diffusion graph from the first appearance of the picture on twitter. The size of the node indicates the impact on the audience. By Vis, F., & Goriunova, O via [https://www.scribd.com/document/293236608/Visual-Social-Media-Lab-The-Iconic-Image-on-Social-Media-a-rapid-research-response-to-the-death-of-Aylan-Kurdi#fullscreen&from_embed SCRIBD]. [https://creativecommons.org/licenses/by-nc-nd/4.0/legalcode CC BY-ND-NC].]]Although the issue of granting asylum to Syrian refugees had been simmering in the news since around 2013, the image of Kurdi’s body brought the issue to the forefront of the medias’ attention and policymakers’ agendas. Policymakers in Ottawa were particularly pressured to prioritize the issue when it was found that the boy’s aunt, Tima Kurdi, was [https://www.cbc.ca/news/canada/british-columbia/aunt-of-alan-kurdi-drowned-syrian-boy-did-not-apply-to-sponsor-family-in-canada-1.3214517 trying to get refugee status] for both of her brothers (one of whom was Kurdi’s father). However, after spending months preparing one of the applications that was returned due to being incomplete, she had felt discouraged to seek refugee status for her other brother. <blockquote>''"Obviously, this is devastating for the family. We need to address the situation. We need to look at how we can bring people into our country," said [https://www.cbc.ca/news/canada/british-columbia/syria-migrants-canada-drowned-migrants-1.3213772 NDP MP Fin Donnelly]. ''</blockquote>

As is the case with many contentious issues, the media played a significant role in bringing the refugee issue to the attention of policymakers. It did this by increasing awareness about refugees and indirectly pressuring politicians to act.

[https://www.dowjones.com/products/factiva/ Factiva] is an online tool that aggregates 36,000 Sources (media articles, journals, radio transcripts, etc.) to provide researchers and other interested parties with relevant quantitative data. A search for the key words “Syrian Refugees” and “Canada” brought 8,636 results for the period of January 1, 2013 to December 31, 2017. The graph below shows a significant increase in the number of media mentions from 2014 (311 mentions) to 2015 (3,826 mentions), an indication of increased media attention and a proxy for the issue’s agenda status among policymakers.

[[File:Media mention of syrian refugees and canada.png|thumb|Number of media mentions of Syrian refugees and Canada. Source: [https://www.dowjones.com/products/factiva/ Factiva]. By Susanne Beilmann, [https://creativecommons.org/licenses/by-sa/4.0/ CC BY-SA 4.0.]|left]]

Factiva does not provide data breakdowns by month, but one would estimate a substantial increase from August to November 2015. This time range includes Kurdi’s death, the federal elections and the [https://www.bbc.com/news/world-europe-34818994 terrorist attacks that took place in Paris.] This may have contributed to media mentions because it was [https://www.washingtonpost.com/news/worldviews/wp/2015/11/17/were-syrian-refugees-involved-in-the-paris-attacks-what-we-know-and-dont-know/?noredirect=on&utm_term=.a0fa446a87d2 alleged that one of the attackers held a Syrian passport] and had entered Europe via Greece, a popular route among refugees.

Social media also played an important role in getting the issue on political agendas. A [https://www.scribd.com/document/293236608/Visual-Social-Media-Lab-The-Iconic-Image-on-Social-Media-a-rapid-research-response-to-the-death-of-Aylan-Kurdi#fullscreen&from_embed comprehensive study by the Visual Social Media Lab], a research firm seeking to better understand the effects of social media and society, indicates that millions of tweets were shared after the initial photograph of Kurdi was published. As the image spread wider and wider, the terminology used changed from ‘migrant’ to ‘refugee’, indicating greater awareness of the situation and increased expectations for accountability from political leaders. A tweet by Liz Sly, the Washington Post Bureau Chief in Beirut, went viral after it was retweeted 7,421 times.

==Making a Decision==
One of Trudeau’s election promises was the resettlement of 25,000 Syrian refugees. His party won the elections and, as a result of working within a parliamentary system, was able to fully enact his promise with little opposition shortly after coming into power.

[[File:Trudeau Syrian Refugee Tweet.png|thumb|Justin Trudeau, [https://twitter.com/JustinTrudeau/status/663827611991216128?ref_src=twsrc%5Etfw%7Ctwcamp%5Etweetembed%7Ctwterm%5E663827611991216128&ref_url=https%3A%2F%2Fwww.cbc.ca%2Fnews%2Fpolitics%2Fimmigration-minister-john-mccallum-1.3310839 Twitter].]]

[https://www.cbc.ca/news/politics/full-list-of-justin-trudeau-s-cabinet-1.3300699 Trudeau unveiled his 31-member Cabinet] on November 4, 2015. Every member was picked by Trudeau and thus loyal to the Liberal party. They were sure to support any policy or law change that the Government put forward. When Trudeau announced that the resettlement plan would be presented to the Cabinet on November 12, 2015, he was confident that he would have full support from its member who held a clear majority in the House of Commons.

Trudeau was able to swiftly put his refugee plan into action because, as Prime Minister, he and his party had predominant control over the government agenda. Though it is politically sound (and advantageous) to listen to the concerns of the opposition and interest groups, the Prime Minister and Cabinet are free to do as they wish. For example, several settlement groups and [https://www.cbc.ca/news/politics/trudeau-syria-refugees-settlement-groups-1.3291959 former government officials urged Trudeau to slow down the resettlement process], citing logistical concerns. However, keen to keep his election commitment, Trudeau and his party largely kept to their promise.

[[File:ISW-Camera-Record-Icon.png|40x40px]] Video of [https://www.cbc.ca/news/politics/trudeau-syria-refugees-settlement-groups-1.3291959 Former Ontario Deputy Minister of Immigration, Naomi Alboim, discusses liberal refugee plan], from CBC News.

==Carrying Out the Policy==
The Liberals’ policy was implemented in a top-down manner. Several variables enabled its relative success:
:1. The official name of Trudeau’s policy was [https://pm.gc.ca/eng/news/2015/12/11/statement-prime-minister-canada-arrival-syrian-refugees #WelcomeRefugees]. Although there is no ambiguity in the quantities of refugees and dates involved in the policy, some clarity is lacking in the types of refugees. Note the difference between the term ‘Syrians’ and ‘Government-assisted refugees’ (GARs). The term Syrians could include privately-sponsored refugees<ref>In the private sponsorship program, a group of individuals commits to provide financial, housing, social, and psychological support to a refugee(s) for approximately one year.</ref>, Blended Visa Office-Referred Refugee<ref>In the [https://www.canada.ca/en/immigration-refugees-citizenship/services/refugees/help-outside-canada/private-sponsorship-program/blended-visa-office-program.html Blended Visa Office-Referred program], the UNHCR matches refugees designated for resettlement with a private sponsor in Canada. </ref>, or GARs. This ambiguity ensured some flexibility for the government in terms of how many refugees it would independently have to bring to the country versus how many would be brought by private sponsors.
:2. At the federal level, the assumptions underlying the Liberals’ refugee plan was plain to see: If Canada resettles more refugees, then the number of refugees in distress will decrease. The resettlement of refugees is the instrument and decreasing the number of distressed refugees is the desired effect. Unfortunately, the Liberals’ assumption was not as accurate at the provincial or municipal level. There was little clarity in what instruments the provincial and municipal governments, as well as civil society organizations, were meant to use to contribute towards distress reduction. <blockquote>''“We support this goal. But today’s announcement was short on details and we believe Canadians were looking for a concrete plan for getting vulnerable refugees out of harm’s way, not hearing about new cabinet subcommittees,” NDP MP Jenny Kwan said.''</blockquote> According to the Liberals’ original plan, a total of 25,000 refugees would be brought to Canada by the end of 2015. When it became clear that the ‘how’ in Trudeau’s plan was, for all intents and purposes, inexistent, the plan had to be revised. On November 17, 2015, the [https://www.cbc.ca/news/politics/liberal-plan-syrian-refugees-1.3333623 government announced that only 10,000 refugees would arrive in Canada by December 31, 2015], and another 25,000 would arrive by March 2016. This delay was due, in large part, to the [https://www.theglobeandmail.com/news/politics/two-more-weeks-needed-to-bring-10000-syrian-refugees-to-canada-liberals/article27970929/ unrealistic plan of relocating 25,000 people to another country in the space of seven weeks].

[[File:ISW-Camera-Record-Icon.png|40x40px]] Video of [https://www.cbc.ca/news/politics/liberal-plan-syrian-refugees-1.3333623 Health Minister Jane Philpott, Chair of the Cabinet Subcommittee on Refugees, explains the refugee plan's resettlement delay.] “We set a very ambitious target for ourselves, and we have worked very hard to determine how we can best do this”, she said. From CBC's Power and Politics.

:3. The policy had a sound legal basis and included additional funding, which would serve as an incentive for action. The Liberals’ refugee plan was based on Canada’s [http://laws.justice.gc.ca/eng/acts/i-2.5/ Immigration and Refugee Protection Act], which was assented to in 2001. In addition, Canada is party to the [http://www.unhcr.org/1951-refugee-convention.html 1951 United Nations Convention Relating to the Status of Refugees]. Although the number of refugees admitted to Canada is usually decided by the Minister of Immigration, Refugees and Citizenship, this time the number was decided by the Prime Minister.
:[http://www.forces.gc.ca/en/operations-abroad/op-provision.page Approximately $950,000,000 was allocated to the initiative]. Approximately $600 million was allotted to the provinces and territories outside of Quebec for settlement services, while a[https://www.ourcommons.ca/DocumentViewer/en/42-1/CIMM/report-7/page-27#init n additional $6.8 million was provided to settlement agencies and other service providers.]
:4. At the federal level, [http://www.forces.gc.ca/en/operations-abroad/op-provision.page Trudeau appointed the department of Immigration, Refugees and Citizenship Canada], under the leadership of the then Minister of Immigration, Refugees and Citizenship, John McCallum, to lead the policy efforts in the horizontal initiative<ref>A horizontal initiative refers to situations wherein two or more federal organizations collaborate on a common policy under a formal funding agreement. </ref>. Other federal organizations involved included Global Affairs Canada and Canada Border Services Agency. Non-federal and non-governmental partners included the UNHCR, provincial and territorial governments, and various resettlement service provider organizations who would support in areas such as language training, help finding work and support with daily life. [https://www.cbc.ca/news/politics/immigration-minister-john-mccallum-1.3310839 Trudeau also formed a cabinet ad-hoc committee to facilitate the coordination among agencies.] This committee was chaired by the Minister of Health and included the Ministers of Imigration, Refugees and Citizenship, International Development and National Defense.
:At the provincial level, initiatives taken by several provinces serve as indicators of their commitment. [https://www.theglobeandmail.com/news/national/from-sea-to-sea-candas-refugee-settlement-plan-is-vast-complex/article27487708/ Some of the actions taken include]:
::*Schools in Alberta being asked to find additional spaces for Syrian students
::*Health authorities in British Columbia hiring more Arabic interpreters
::*Medical officers in Ontario preparing trauma counsellors
::*Quebec declaring it would support the resettlement of 7,300 Syrians over two years The steps taken by provincial officials indicate their commitment to the policy outcome. They added and expanded services that would facilitate the local integration of Syrian refugees.
:5. Many social organizations around the world lauded Canada’s new policy. “This is a huge gesture of solidarity with the Syrian people,” [http://www.unhcr.org/news/press/2015/11/5641dec16/unhcr-hails-canadas-pledge-25000-syria-refugees.html declared then UN High Commissioner for Refugees António Guterres].
:In Canada, Liberal leaders supported the policy while other parties showed disapproval, citing the hasty design of the policy and the lack of information about the costs involved. Some were concerned about the policy’s [https://www.canada.ca/en/immigration-refugees-citizenship/services/refugees/welcome-syrian-refugees/first-2500-process/phase-1.html prioritization of vulnerable people and complete families] and the exclusion of unaccompanied heterosexual men. [https://www.cbc.ca/news/politics/tom-mulcair-premiers-refugees-1.3331047 Tom Mulcair, leader of the NDP, derided the policy’s exclusion of men], “Excluding them in advance is not the Canadian way”, he said.
[[File:ISW-Camera-Record-Icon.png|40x40px]] Video of [https://www.cbc.ca/news/politics/tom-mulcair-premiers-refugees-1.3331047 Tom Mulcair, leader of the NDP, derided the policy’s exclusion of men], “Excluding them in advance is not the Canadian way”, he said. From CBC News.
::Disapproval grew particularly strong after the Paris attacks, when anti-muslim sentiment increased. Some politicians, such as the Conservative Premier of Saskatchewan, Brad Wall, stated that Trudeau’s refugee resettlement program needed to slow down, lest refugees with nefarious aims be allowed in the country: <blockquote>''"The recent attacks in Paris are a grim reminder of the death and destruction even a small number of malevolent individuals can inflict upon a peaceful country and its citizens. Surely, we do not want to be date-driven or numbers-driven in an endeavor that may affect the safety of our citizens and the security of our country," wrote Wall in [https://www.cbc.ca/news/canada/saskatoon/sask-premier-brad-wall-asks-ottawa-to-suspend-syrian-refugee-plan-1.3321159 a letter to Trudeau]. ''</blockquote>
::Likewise, [https://www.thestar.com/news/canada/2015/11/24/liberals-push-back-deadline-on-syrian-refugees.html some leaders expressed concern] over the lack of specific information about the real costs involved in the policy.
:6. Fortunately, [https://countryeconomy.com/gdp/canada?year=2016 Canada’s economy did not suffer any major setbacks] between 2015 and 2016: in 2016 its GDP grew by 1.6 percent in comparison to the previous year. Likewise, it did not suffer from a natural disaster or enter any wars. The refugee policy was not affected by this condition.

'''Footnotes:'''
<references/>

== The First Arrivals==
[[File:Trudeau Syrian Refugee Welcome Tweet.png|thumb|Justin Trudeau, [https://twitter.com/JustinTrudeau/status/675314389541629952 Twitter]]]
The first plane carrying 163 [https://globalnews.ca/news/2394286/live-blog-toronto-set-to-welcome-feds-first-syrian-refugees-to-canada/ refugees arrived in Toronto] on December 10, 2015. They were greeted by Prime Minister Trudeau, other government officials and some media outlets. Some of the refugees would stay in Ontario, while others would go on to Alberta and British Columbia. Other planeloads would arrive throughout the following months, with the first 10,000 refugees landing by January 13, 2016.

The remaining 15,000 refugees would arrive by the end of February, 2016. The 25,000 people would be a mix of privately sponsored and GARs. Evidently, the Liberals were unable to keep their promise of bringing 25,000 refugees by the end of 2015.

==Settlement and Integration throughout Canada==
The final destination of many refugees was a result of [https://www.canada.ca/en/immigration-refugees-citizenship/services/refugees/canada-role/matching-process.html a matching process], wherein the Resettlement Operations Centre in Ottawa collaborated with Immigration, Refugees and Citizenship Canada (IRCC) to learn more about the background and needs of refugees, where they might have family or friends in Canada, their medical needs and the availablility of settlement services. The [https://www.canada.ca/en/immigration-refugees-citizenship/corporate/reports-statistics/evaluations/rapid-impact-evaluation-syrian-refugee-initiative.html#toc1-2 majority of Syrian refugees went to Ontario], followed by Alberta and British Columbia.

The federal government’s [https://sencanada.ca/en/Content/Sen/Committee/421/RIDR/05ev-52611-e main goals for supporting settlement and integration centered around housing, language training and jobs]. The government’s Resettlement Assistance Program ensured the provision of basic services to refugees around the country as well as one year of basic income support. Once the first year passed, refugees would be eligible to receive provincial social assistance support.

The government worked with provincial and city governments, as well as over 500 service provider organizations across the country to carry out the settlement and integration aspects of the refugee policy. [https://www.canada.ca/en/immigration-refugees-citizenship/services/refugees/welcome-syrian-refugees/destination-communities-map.html These organizations], which received funding from the IRCC, supported refugees with services such as language training, job seeking, gender and age-based support, and related.
[[File:Screenshot 2018-09-12 Map of destination communities and service provider organizations - Canada ca.png|thumb|[https://www.canada.ca/en/immigration-refugees-citizenship/services/refugees/welcome-syrian-refugees/destination-communities-map.html Map of destination communities and service provider organizations] by Government of Canada.]]
As [https://sencanada.ca/en/Content/Sen/Committee/421/RIDR/05ev-52611-e Dawn Edlund, Associate Assistant Deputy Minister, Operations, IRCC], noted, <blockquote>''“There is a really strong partnership between the federal government and our settlement-providing organizations, and we're learning lessons from them every day and identifying with them the gaps they're seeing on the ground…and then making sure we get the money addressed towards those gaps.”''</blockquote>

In Canada, the federal government and the [https://www.canada.ca/en/immigration-refugees-citizenship/corporate/mandate/policies-operational-instructions-agreements/agreements/federal-provincial-territorial.html IRCC have agreements with each provincial or territorial government] that determine how each is to share on the responsibility for immigration and refugees. For example, in British Columbia, while developing annual intakes for refugees and immigrants, the federal government will [https://www.canada.ca/en/immigration-refugees-citizenship/corporate/mandate/policies-operational-instructions-agreements/agreements/federal-provincial-territorial/british-columbia/canada-british-columbia-immigration-agreement-2015.html take into consideration the provinces’s own annual targets and objectives].
Many provinces such as Manitoba, Ontario and British Columbia, began to take initatives to support the integration of refugees as early as September 2015. [https://www.huffingtonpost.ca/2015/09/08/syrian-refugees-in-bc_n_8107346.html Manitoba pledged $40,000] to help settlement organizations support hundreds of additional refugees, while British Columbia committed to $1 million towards trauma counselling, job placement programs and the recognition of foreign credentials.

Cities throughout the country collaborated with local settlement agencies to welcome and help settle refugees. In Vancouver, [https://www.mayorofvancouver.ca/news/mayor-welcomes-refugees-vancouver Mayor Robertson] worked with the Immigrant Services Society of BC (ISSofBC) and the Mayors of Coquitlam and Surrey to help Syrian refugees as they settle. Likewise, in Calgary, [http://www.calgary.ca/CSPS/CNS/Pages/Immigrants-newcomers-and-refugees/Syria.aspx Mayor Nenshi supported the Calgary Catholic Immigration Society] in coordinating resettlement initiatives.

A [https://www.canada.ca/content/dam/ircc/migration/ircc/english/resources/evaluation/pdf/e1-2016-execsum-en.pdf Rapid Impact Evaluation] was conducted in late December 2016 to assess the impact of the refugee policy. It found that, though the initiative had been largely a success, there were some areas for improvement, including:
* The need for end-to-end comprehensive planning, including settlement considerations, by the IRCC
* The need for accurate and timely provision of information regarding refugees to IRCC staff, partners and stakeholders
* The provision of a pre-arrival orientation to refugees prior to arriving in Canada

==Four Years Later==
For many Syrian refugees who had arrived in Canada in December 2015, December 2018 was an important month. Many newcomers had by then spent 1,095 days in Canada which meant that, after passing a language proficiency exam, they would be eligible to apply for Canadian citizenship.

However, according to immigration advocates [https://www.theglobeandmail.com/canada/article-three-years-on-many-syrian-refugees-find-the-path-to-canadian/ many challenges remained] for refugees, including poverty, learning English or French, and paying for the citizenship application ($630 per adult and $100 per child). For example, of the approximately 1,700 refugees who arrived in Nova Scotia in 2015, 795 remained on income assistance in September 2018.

Compounding the problems related to local integration was the fact that IRCC was not properly tracking outcomes related to services and programs meant to support Syrian refugees. That is, the government was failing to track the implementation of its policies. A [http://www.oag-bvg.gc.ca/internet/English/parl_oag_201711_03_e_42668.html#hd3e fall 2017 report] by the Office of the Auditor General (OAG) found that the federal government had failed to gather timely information on language training and had not fully implemented its strategy to measure outcomes among Syrians. [https://www.ctvnews.ca/canada/services-provided-but-outcomes-not-tracked-for-syrian-refugees-ag-1.3687296 Auditor general Michael Ferguson noted], “It is very much incumbent on the department to collect the information to understand what's going on at the provincial level as well because it is their responsibility to understand if these refugees are integrating.”

The OAG’s report focused on three areas: service delivery, management of information for decision making, and outcome measurement.

In terms of service delivery, the report found that most refugees had received settlement services. More than 80% had a needs assessment and 75% of people who received language assessment assisted language classes.

Results were not as positive for the management of information required for decision making. The federal government had allocated approximately $257 million for the delivery of these services, and without required information the expenditure of these funds could be problematic.

Specifically, the OAG found that IRCC did not have precise or timely information on language training necessary for managing services. Therefore, it could not monitor whether funding was being directed at the right location or if it was having a positive outcome. The report also found that contribution agreements made between IRCC and service providers did not include service expectations, leading to differing quality and inconsistency throughout Canada.

The third area of the audit, outcome measurement, also showed negative results. Although IRCC had developed an Outcomes Monitoring Framework for measuring the results of its Syrian refugee initiative, it had not collected information from the provinces for some of its indicators.

These indicators include variables such as access to health care and education, income assistance, and housing.

IRCC agreed with all of the report’s recommendations and set about carrying out a series of changes and adding new plans and programs for the adequate delivery and monitoring of its services and programs.

Local integration is a continual process. Like many other articles, a [https://www.macleans.ca/news/canada/how-syrian-refugees-to-canada-have-fared-since-2015/ May 2019 article] published in MacLean’s profiled a Syrian family that faced challenges yet continued to work hard to find their way. The mother of the family, Baraa, chose to attend English classes at a local church, while her husband, Jehad, chose to work in order to gain more independence and pay the bills.

The same article described results from a StatsCan report indicating that, after 15 years in Canada, refugees from certain countries had incomes that were very similar to those of immigrants. However, other refugees from other countries appeared to fare a lot worse. It is still too early to tell how Syrian refugees will do in the long term. Bessma Momani, professor at the Balsillie School of International Affairs, is hopeful for Syrians in Canada: “I think we’ll see a lot of new small businesses coming out of this group of Syrian refugees. I suspect by the next census, the numbers [of employed Syrian refugees] will have greatly improved.”

In June 2019, the Research and Evaluation Branch of IRCC published the [https://www.canada.ca/en/immigration-refugees-citizenship/corporate/reports-statistics/evaluations/syrian-outcomes-report-2019.html executive summary of the Syrian Outcomes Report], which provides an overview of the integration outcomes for Syrian refugees resettled in Canada between November 2015 and December 2016. The results indicate that “Syrian integration outcomes have been steadily improving since their arrival in Canada. Syrians are getting the help they need. They feel welcome in their communities.” Other outcomes reported include increasing rates of employment, challenges with social and linguistic barriers, and having enough information to carry out their day-to-day lives. The full report will be released in October 2019.

==Sharing Permission==
When reusing this resource, please attribute as follows: ''Susanne Beilmann''.
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[[Category: Open Case Studies]]

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Sandbox:Responsible Conduct of Research Resources Portal

2019-09-18T19:18:26Z

DebChen: /* Mentorship */

Welcome to the Responsible Conduct of Research Resources Portal.

== Policy Statements ==
* '''CIHR, NSERC, SSHRC. (2016). [http://www.rcr.ethics.gc.ca/eng/framework-cadre.html Tri-Council Policy Framework: Responsible Conduct of Research.]'''
** This Framework document, launched in 2011, replaces the previous integrity policy and related documents, including the [http://www.nserc-crsng.gc.ca/nserc-crsng/policies-politiques/tpsintegrity-picintegritie_eng.asp Tri-Agency Policy Statement: Integrity in Research and Scholarship] (TCPS-I, 1994), the [http://www.nserc-crsng.gc.ca/NSERC-CRSNG/policies-politiques/frameworkintegrity-cadrereferenceintegrite_eng.asp Framework for Tri-Council Review of Institutional Policies Dealing with Integrity in Research] (1996) and the [http://www.nserc-crsng.gc.ca/NSERC-CRSNG/governance-gouvernance/FAQ-FAQ_eng.asp Tri-Agency Process for Addressing Allegations of Non-compliance with Tri-Agency Policies] (2010).
* '''Hickling, Arthurs, Low Corp, prepared for the Canadian Research Integrity Committee. (2009). [http://www.nserc-crsng.gc.ca/_doc/NSERC-CRSNG/HAL_Report_e.pdf The State of Research Integrity and Misconduct Policies in Canada].'''
** This document provides an overview of the organizations, policies, and procedures that address research integrity in the Canadian context, complete with an comparative study of eight other countries' research integrity systems.
* '''Zimmerman, S.V., Wallace, K. (2013). [http://tinyurl.com/yxstzfnk Promoting Responsible Conduct of Research: A Canadian Perspective]. ''Accountability in Research''. 20:395-402'''.
** This article highlights specific process and governance changes in the Responsible Conduct of Research Framework designed to strengthen and to enhance scholarly integrity in Canada.

== Decision Making Framework ==
* '''Markkula Centre for Applied Ethics at Santa Clara University. (2015). [https://www.scu.edu/ethics/ethics-resources/ethical-decision-making/a-framework-for-ethical-decision-making/ A Framework for Ethical Decision Making].'''
** This resource defines ethics, provides an overview of five approaches to ethics, and offers a systematic process for exploring ethical dilemmas to identify ethical courses of action.
* '''The Office of Research Integrity, US Department of Health & Human Services. (n.d.) The Lab: Avoiding Research Misconduct [https://ori.hhs.gov/the-lab Interactive Video] and [https://ori.hhs.gov/TheLab/TheLabGuide.pdf Guide].'''
** This educational resource demonstrates an ethical decision-making model for various partners of research integrity - graduate student, postdoctoral fellow, principal investigator, and a research integrity officer - through simulations.

== Regulatory Compliance ==
* '''Fanelli, D. (2009). [https://journals.plos.org/plosone/article/file?id=10.1371/journal.pone.0005738&type=printable How Many Scientists Fabricate and Falsify Research? A Systemic Review and Meta-Analysis of Survey Data]. PLoS ONE. 4(5):e5738.'''
** The first meta-analysis of surveys (from 18 studies) asking about scientists' experiences of misconduct revealed that 2% of scientists admitted to data fabrication or falsification at least once and up to 34% admitted to other questionable research practices, suggesting that the actual frequencies of misconduct could be higher than those reported.

* '''Office of Research Services, University of British Columbia (n.d.) [https://ors.ubc.ca/compliance-reporting/compliance-requirements Compliance Requirements].'''
** UBC has established policies and procedures to ensure compliance with the legal and regulatory requirements of the research sponsor. This website serves as a hub for all relevant legal, regulatory and ethical requirements for conducting research.
* '''Policy 85, University of British Columbia. (2019). [https://universitycounsel-2015.sites.olt.ubc.ca/files/2019/08/Scholarly-Integrity-Policy_SC6.pdf?file=2015/08/policy85.pdf Scholarly Integrity].'''
** This policy details the responsibilities and standards required of UBC researchers engaged in scholarly activity. It also provides a process for dealing with allegations of scholarly misconduct.

== Data Management ==
* '''Committee on National Statistics, National Research Council (2003), [https://www.nap.edu/catalog/2033/sharing-research-data Sharing Research Data]. The National Academies Press'''
** The Committee on National Statistics highlights the benefits, problems, controversies, and other consequences of sharing research data. The report pays special attention to the needs for and the costs of good documentation to emphasize the importance of careful documentation to facilitate data sharing to enable repetition or extension of the research findings. With these considerations in mind, the committee put forward sixteen (16) general recommendations (aimed at different parties involved in and/or affected by scientific research, such as initial investigators, subsequent analysts, institutions, funding agencies, journal editors, etc.) .
* '''Committee on Responsibilities of Authorship in the Biological Sciences, National Research Council (2003). [http://www.nap.edu/catalog.php?record_id=10613#toc Sharing Publication-Related Data and Materials: Responsibilities of Authorship in the Life Sciences]. The National Academies Press.'''
** The Committee on Responsibility of Authorship in the Biological Sciences conducted a study to evaluate the responsibilities of authors in life sciences to share data and materials referenced in their publications. The committee put forward their findings (principles and standard practices) and recommendations on key issues facing the life-sciences community with regards to sharing of publication-related data, software, and materials.
* '''Faculty of Graduate and Postdoctoral Studies, University of British Columbia. (n.d.) [https://www.grad.ubc.ca/intellectual-property-guide/ownership-data Ownership of Data]'''
* '''Faculty of Graduate and Postdoctoral Studies, University of British Columbia. (n.d.) [https://www.grad.ubc.ca/intellectual-property-guide/record-keeping Record Keeping]'''
* '''Fields, K.L., Price A.R. (1993). Problems in Research Integrity Arising from Misconceptions about the Ownership of Research. ''Academic Medicine,'' 68(9):S61-S64.'''
** The authors argues that many allegations of research misconduct originate in misconceptions about the ownership of publicly supported research. In this article, the authors focuses on scientific authorship responsibilities and clarified the rights of scientists, collaborators, and trainees to ideas, materials and grants.
* '''Panel on Scientific Responsibility and the Conduct of Research, National Academy of Sciences, National Academy of Engineering, Institute of Medicine (1992). [https://www.nap.edu/catalog/1864/responsible-science-ensuring-the-integrity-of-the-research-process-volume ''Responsible Science, Volume I: Ensuring the Integrity of the Research Process''.] The National Academies Press.'''
** The Panel on Scientific Responsibility and the Conduct of Research explored and examined current research practices, changing research landscape, educational efforts in fostering responsible conduct of research, institutional procedures in handling allegations of misconduct in sciences.The Panel recommends twelve (12) specific actions that all scientists, their institutions, and their sponsors can take to preserve and strengthen the integrity of the research process and also to deal with allegations of misconduct.

== Publication and Authorship ==
* '''Barker, K. (2002). [https://www.sciencemag.org/careers/2002/11/accountability-and-authorship Accountability and Authorship]. ''Science's Next Wave''.'''
* '''Cottingham, K. (2001). [https://www.sciencemag.org/careers/2001/03/ethics-authorship-policies-authorship-articles-submitted-scientific-journals The Ethics of Authorship: Policies for Authorship of Articles Submitted to Scientific Journals] ''Science's Next Wave''.'''
* '''Faculty of Graduate and Postdoctoral Studies, University of British Columbia. (n.d.) [https://www.grad.ubc.ca/intellectual-property-guide/right-first-authorship Rights to First Authorship]'''
* '''Faculty of Graduate and Postdoctoral Studies, University of British Columbia. (n.d.) [https://www.grad.ubc.ca/intellectual-property-guide/co-authorship Co-Authorship]'''
* '''International Committee of Medical Journal Editors. (1997). [http://tinyurl.com/y2yuz549 Uniform requirements for manuscripts submitted to biomedical journals]. ''JAMA,'' 277(11):927-934.'''
** The fifth edition expanded on previous editions on manuscript requirements to increase clarity and address concerns about rights, privacy, descriptions of methods, and other matters. Over 500 journals have adopted the Uniform Requirements.
* '''Smith, E., Williams-Jones, B., Master, Z., Lariviere, V., Sugimoto, C.R., Paul-Hus, A., Shi, M., and Resnik, D.B. (2019) Misconduct and Misbehaviour Relate to Authorship Disagreements in Collaborative Science.'''
** While disagreements can be resolved through collegial discussions to achieve a mutually agreeable outcome, the study demonstrated that authorship disagreement can compromise collaboration and scholarly integrity. Through an international survey targeting multidisciplinary research teams, the study revealed the rates of authorship disagreements (naming and ordering) as stratified by discipline and career stages, identified predictors of authorship disagreements, as well as the prevalence of resulting misbehaviour (i.e., hostility, undermining of a colleague's work, cutting corners on research, sabotaging a colleague's research, or producing fraudulent work to be more competitive). The authors also offered some suggestions to support ethical authorship distribution in collaborative research.
* '''The Office of Research Integrity, US Department of Health & Human Services. (n.d.) [https://ori.hhs.gov/sites/default/files/2018-09/Authorship%20Practices%20to%20Avoid%20Conflicts_Rasterized.pdf Infographic: Authorship Practices to Avoid Conflicts].'''
* '''Nicholls, S.G., Langan, S.M., Benchimol, E.I., Moher D. (2016). [http://tinyurl.com/yyyo2a8n Reporting Transparency: Making the Ethical Mandate Explicit]. ''BMC Medicine''. 14:44'''
** Related to data management section above, the authors argues that transparency and quality in research reporting (i.e., publication) play an important role in improving research integrity and fair use of resources and calls for explicit reporting guidelines to support researchers in meeting these ethical obligations.

== Plagiarism ==
* '''Learning Commons, University of British Columbia (n.d.) [https://learningcommons.ubc.ca/academic-integrity/ Resource Guides on Academic Integrity].'''
* '''The Office of Research Integrity, US Department of Health & Human Services. (n.d.) [https://ori.hhs.gov/sites/default/files/2017-12/8_Ethical_Write.pdf Infographic: Write Ethically from Start to Finish]. (The content was drawn from ORI's module on avoiding plagiarism by Dr. Miguel Roig).'''
* '''The Office of Research Integrity, US Department of Health & Human Services. (n.d.) [https://ori.hhs.gov/sites/default/files/2019-02/Tips%20for%20Avoiding%20Plagiarism_Rasterized.pdf Infogaphic: Tips for Avoiding Plagiarism]. (The content was drawn from ORI's module on avoiding plagiarism by Dr. Miguel Roig)'''.

== Conflict of Interest and Conflict of Commitment ==
* '''[https://faseb.org/coi/Tools.aspx Conflict of Interest (COI) Toolkit]. Federation of American Societies for Experimental Biology.'''
** Recommendations, tools, and resources for the conduct and management of financial relationships developed specifically for investigators, institutions, editors, societies, and industry.
* '''Davidoff, F., DeAngelis, C.D., Drazen, J.M., Hoey, G., Hojgaard, L., Horton, R., Kotzin, S., Nicholls, M.G., Nylenna, M., Overbeke, A.J.P.M., Sox, H.C., Van Der Weyden, M.B., and Wilkes, M.S. (2001). [http://tinyurl.com/y2654lp6 Sponsorship, authorship, and accountability]. ''The New England Journal of Medicine, 345''(11), 825-827.'''
** International Committee of Medical Journal Editors highlighted potential conflicts of interest that exist between the author(s) and the research sponsor(s) and offered specific practices for researchers, research sponsors, journal editors, and peer reviewers to manage these potential conflicts of interest and to ensure research integrity.
* '''Policy 97, University of British Columbia. [https://universitycounsel-2015.sites.olt.ubc.ca/files/2019/08/COI-Policy_SC3.pdf?file=2012/02/policy97.pdf Conflict of Interest and Conflict of Commitment]'''.
** In compliance with the Federal Tri-Council agencies regulations, UBC requires all faculty members and active researchers to maintain an up-to-date Conflict of Interest/Commitment declaration on an annual basis. This policy details the process and procedures for disclosure and management of actual and potential conflicts of interests.

== Collaborative Research ==

== Mentorship and Supervision ==
* '''The Office of Research Integrity, US Department of Health & Human Services. (n.d.) [https://ori.hhs.gov/sites/default/files/2018-09/5%20Qualities%20of%20Good%20Research%20Mentors_508_Rasterized.pdf 5 Qualities of Good Research Mentors]'''
* '''The Office of Research Integrity, US Department of Health & Human Services. (n.d.) [https://ori.hhs.gov/sites/default/files/2018-04/2_Supervisor_tips.pdf 5 Ways Supervisors can Promote Research Integrity]'''

Sandbox:Responsible Conduct of Research Resources Portal

2019-09-18T18:46:58Z

DebChen: /* Conflict of Interest and Conflict of Commitment */

Welcome to the Responsible Conduct of Research Resources Portal.

== Policy Statements ==
* '''CIHR, NSERC, SSHRC. (2016). [http://www.rcr.ethics.gc.ca/eng/framework-cadre.html Tri-Council Policy Framework: Responsible Conduct of Research.]'''
** This Framework document, launched in 2011, replaces the previous integrity policy and related documents, including the [http://www.nserc-crsng.gc.ca/nserc-crsng/policies-politiques/tpsintegrity-picintegritie_eng.asp Tri-Agency Policy Statement: Integrity in Research and Scholarship] (TCPS-I, 1994), the [http://www.nserc-crsng.gc.ca/NSERC-CRSNG/policies-politiques/frameworkintegrity-cadrereferenceintegrite_eng.asp Framework for Tri-Council Review of Institutional Policies Dealing with Integrity in Research] (1996) and the [http://www.nserc-crsng.gc.ca/NSERC-CRSNG/governance-gouvernance/FAQ-FAQ_eng.asp Tri-Agency Process for Addressing Allegations of Non-compliance with Tri-Agency Policies] (2010).
* '''Hickling, Arthurs, Low Corp, prepared for the Canadian Research Integrity Committee. (2009). [http://www.nserc-crsng.gc.ca/_doc/NSERC-CRSNG/HAL_Report_e.pdf The State of Research Integrity and Misconduct Policies in Canada].'''
** This document provides an overview of the organizations, policies, and procedures that address research integrity in the Canadian context, complete with an comparative study of eight other countries' research integrity systems.
* '''Zimmerman, S.V., Wallace, K. (2013). [http://tinyurl.com/yxstzfnk Promoting Responsible Conduct of Research: A Canadian Perspective]. ''Accountability in Research''. 20:395-402'''.
** This article highlights specific process and governance changes in the Responsible Conduct of Research Framework designed to strengthen and to enhance scholarly integrity in Canada.

== Decision Making Framework ==
* '''Markkula Centre for Applied Ethics at Santa Clara University. (2015). [https://www.scu.edu/ethics/ethics-resources/ethical-decision-making/a-framework-for-ethical-decision-making/ A Framework for Ethical Decision Making].'''
** This resource defines ethics, provides an overview of five approaches to ethics, and offers a systematic process for exploring ethical dilemmas to identify ethical courses of action.
* '''The Office of Research Integrity, US Department of Health & Human Services. (n.d.) The Lab: Avoiding Research Misconduct [https://ori.hhs.gov/the-lab Interactive Video] and [https://ori.hhs.gov/TheLab/TheLabGuide.pdf Guide].'''
** This educational resource demonstrates an ethical decision-making model for various partners of research integrity - graduate student, postdoctoral fellow, principal investigator, and a research integrity officer - through simulations.

== Regulatory Compliance ==
* '''Fanelli, D. (2009). [https://journals.plos.org/plosone/article/file?id=10.1371/journal.pone.0005738&type=printable How Many Scientists Fabricate and Falsify Research? A Systemic Review and Meta-Analysis of Survey Data]. PLoS ONE. 4(5):e5738.'''
** The first meta-analysis of surveys (from 18 studies) asking about scientists' experiences of misconduct revealed that 2% of scientists admitted to data fabrication or falsification at least once and up to 34% admitted to other questionable research practices, suggesting that the actual frequencies of misconduct could be higher than those reported.

* '''Office of Research Services, University of British Columbia (n.d.) [https://ors.ubc.ca/compliance-reporting/compliance-requirements Compliance Requirements].'''
** UBC has established policies and procedures to ensure compliance with the legal and regulatory requirements of the research sponsor. This website serves as a hub for all relevant legal, regulatory and ethical requirements for conducting research.
* '''Policy 85, University of British Columbia. (2019). [https://universitycounsel-2015.sites.olt.ubc.ca/files/2019/08/Scholarly-Integrity-Policy_SC6.pdf?file=2015/08/policy85.pdf Scholarly Integrity].'''
** This policy details the responsibilities and standards required of UBC researchers engaged in scholarly activity. It also provides a process for dealing with allegations of scholarly misconduct.

== Data Management ==
* '''Committee on National Statistics, National Research Council (2003), [https://www.nap.edu/catalog/2033/sharing-research-data Sharing Research Data]. The National Academies Press'''
** The Committee on National Statistics highlights the benefits, problems, controversies, and other consequences of sharing research data. The report pays special attention to the needs for and the costs of good documentation to emphasize the importance of careful documentation to facilitate data sharing to enable repetition or extension of the research findings. With these considerations in mind, the committee put forward sixteen (16) general recommendations (aimed at different parties involved in and/or affected by scientific research, such as initial investigators, subsequent analysts, institutions, funding agencies, journal editors, etc.) .
* '''Committee on Responsibilities of Authorship in the Biological Sciences, National Research Council (2003). [http://www.nap.edu/catalog.php?record_id=10613#toc Sharing Publication-Related Data and Materials: Responsibilities of Authorship in the Life Sciences]. The National Academies Press.'''
** The Committee on Responsibility of Authorship in the Biological Sciences conducted a study to evaluate the responsibilities of authors in life sciences to share data and materials referenced in their publications. The committee put forward their findings (principles and standard practices) and recommendations on key issues facing the life-sciences community with regards to sharing of publication-related data, software, and materials.
* '''Faculty of Graduate and Postdoctoral Studies, University of British Columbia. (n.d.) [https://www.grad.ubc.ca/intellectual-property-guide/ownership-data Ownership of Data]'''
* '''Faculty of Graduate and Postdoctoral Studies, University of British Columbia. (n.d.) [https://www.grad.ubc.ca/intellectual-property-guide/record-keeping Record Keeping]'''
* '''Fields, K.L., Price A.R. (1993). Problems in Research Integrity Arising from Misconceptions about the Ownership of Research. ''Academic Medicine,'' 68(9):S61-S64.'''
** The authors argues that many allegations of research misconduct originate in misconceptions about the ownership of publicly supported research. In this article, the authors focuses on scientific authorship responsibilities and clarified the rights of scientists, collaborators, and trainees to ideas, materials and grants.
* '''Panel on Scientific Responsibility and the Conduct of Research, National Academy of Sciences, National Academy of Engineering, Institute of Medicine (1992). [https://www.nap.edu/catalog/1864/responsible-science-ensuring-the-integrity-of-the-research-process-volume ''Responsible Science, Volume I: Ensuring the Integrity of the Research Process''.] The National Academies Press.'''
** The Panel on Scientific Responsibility and the Conduct of Research explored and examined current research practices, changing research landscape, educational efforts in fostering responsible conduct of research, institutional procedures in handling allegations of misconduct in sciences.The Panel recommends twelve (12) specific actions that all scientists, their institutions, and their sponsors can take to preserve and strengthen the integrity of the research process and also to deal with allegations of misconduct.

== Publication and Authorship ==
* '''Barker, K. (2002). [https://www.sciencemag.org/careers/2002/11/accountability-and-authorship Accountability and Authorship]. ''Science's Next Wave''.'''
* '''Cottingham, K. (2001). [https://www.sciencemag.org/careers/2001/03/ethics-authorship-policies-authorship-articles-submitted-scientific-journals The Ethics of Authorship: Policies for Authorship of Articles Submitted to Scientific Journals] ''Science's Next Wave''.'''
* '''Faculty of Graduate and Postdoctoral Studies, University of British Columbia. (n.d.) [https://www.grad.ubc.ca/intellectual-property-guide/right-first-authorship Rights to First Authorship]'''
* '''Faculty of Graduate and Postdoctoral Studies, University of British Columbia. (n.d.) [https://www.grad.ubc.ca/intellectual-property-guide/co-authorship Co-Authorship]'''
* '''International Committee of Medical Journal Editors. (1997). [http://tinyurl.com/y2yuz549 Uniform requirements for manuscripts submitted to biomedical journals]. ''JAMA,'' 277(11):927-934.'''
** The fifth edition expanded on previous editions on manuscript requirements to increase clarity and address concerns about rights, privacy, descriptions of methods, and other matters. Over 500 journals have adopted the Uniform Requirements.
* '''Smith, E., Williams-Jones, B., Master, Z., Lariviere, V., Sugimoto, C.R., Paul-Hus, A., Shi, M., and Resnik, D.B. (2019) Misconduct and Misbehaviour Relate to Authorship Disagreements in Collaborative Science.'''
** While disagreements can be resolved through collegial discussions to achieve a mutually agreeable outcome, the study demonstrated that authorship disagreement can compromise collaboration and scholarly integrity. Through an international survey targeting multidisciplinary research teams, the study revealed the rates of authorship disagreements (naming and ordering) as stratified by discipline and career stages, identified predictors of authorship disagreements, as well as the prevalence of resulting misbehaviour (i.e., hostility, undermining of a colleague's work, cutting corners on research, sabotaging a colleague's research, or producing fraudulent work to be more competitive). The authors also offered some suggestions to support ethical authorship distribution in collaborative research.
* '''The Office of Research Integrity, US Department of Health & Human Services. (n.d.) [https://ori.hhs.gov/sites/default/files/2018-09/Authorship%20Practices%20to%20Avoid%20Conflicts_Rasterized.pdf Infographic: Authorship Practices to Avoid Conflicts].'''
* '''Nicholls, S.G., Langan, S.M., Benchimol, E.I., Moher D. (2016). [http://tinyurl.com/yyyo2a8n Reporting Transparency: Making the Ethical Mandate Explicit]. ''BMC Medicine''. 14:44'''
** Related to data management section above, the authors argues that transparency and quality in research reporting (i.e., publication) play an important role in improving research integrity and fair use of resources and calls for explicit reporting guidelines to support researchers in meeting these ethical obligations.

== Plagiarism ==
* '''Learning Commons, University of British Columbia (n.d.) [https://learningcommons.ubc.ca/academic-integrity/ Resource Guides on Academic Integrity].'''
* '''The Office of Research Integrity, US Department of Health & Human Services. (n.d.) [https://ori.hhs.gov/sites/default/files/2017-12/8_Ethical_Write.pdf Infographic: Write Ethically from Start to Finish]. (The content was drawn from ORI's module on avoiding plagiarism by Dr. Miguel Roig).'''
* '''The Office of Research Integrity, US Department of Health & Human Services. (n.d.) [https://ori.hhs.gov/sites/default/files/2019-02/Tips%20for%20Avoiding%20Plagiarism_Rasterized.pdf Infogaphic: Tips for Avoiding Plagiarism]. (The content was drawn from ORI's module on avoiding plagiarism by Dr. Miguel Roig)'''.

== Conflict of Interest and Conflict of Commitment ==
* '''[https://faseb.org/coi/Tools.aspx Conflict of Interest (COI) Toolkit]. Federation of American Societies for Experimental Biology.'''
** Recommendations, tools, and resources for the conduct and management of financial relationships developed specifically for investigators, institutions, editors, societies, and industry.
* '''Davidoff, F., DeAngelis, C.D., Drazen, J.M., Hoey, G., Hojgaard, L., Horton, R., Kotzin, S., Nicholls, M.G., Nylenna, M., Overbeke, A.J.P.M., Sox, H.C., Van Der Weyden, M.B., and Wilkes, M.S. (2001). [http://tinyurl.com/y2654lp6 Sponsorship, authorship, and accountability]. ''The New England Journal of Medicine, 345''(11), 825-827.'''
** International Committee of Medical Journal Editors highlighted potential conflicts of interest that exist between the author(s) and the research sponsor(s) and offered specific practices for researchers, research sponsors, journal editors, and peer reviewers to manage these potential conflicts of interest and to ensure research integrity.
* '''Policy 97, University of British Columbia. [https://universitycounsel-2015.sites.olt.ubc.ca/files/2019/08/COI-Policy_SC3.pdf?file=2012/02/policy97.pdf Conflict of Interest and Conflict of Commitment]'''.
** In compliance with the Federal Tri-Council agencies regulations, UBC requires all faculty members and active researchers to maintain an up-to-date Conflict of Interest/Commitment declaration on an annual basis. This policy details the process and procedures for disclosure and management of actual and potential conflicts of interests.

== Collaborative Research ==

== Mentorship ==

Sandbox:Responsible Conduct of Research Resources Portal

2019-09-18T18:34:37Z

DebChen: /* Policy Statements */

Welcome to the Responsible Conduct of Research Resources Portal.

== Policy Statements ==
* '''CIHR, NSERC, SSHRC. (2016). [http://www.rcr.ethics.gc.ca/eng/framework-cadre.html Tri-Council Policy Framework: Responsible Conduct of Research.]'''
** This Framework document, launched in 2011, replaces the previous integrity policy and related documents, including the [http://www.nserc-crsng.gc.ca/nserc-crsng/policies-politiques/tpsintegrity-picintegritie_eng.asp Tri-Agency Policy Statement: Integrity in Research and Scholarship] (TCPS-I, 1994), the [http://www.nserc-crsng.gc.ca/NSERC-CRSNG/policies-politiques/frameworkintegrity-cadrereferenceintegrite_eng.asp Framework for Tri-Council Review of Institutional Policies Dealing with Integrity in Research] (1996) and the [http://www.nserc-crsng.gc.ca/NSERC-CRSNG/governance-gouvernance/FAQ-FAQ_eng.asp Tri-Agency Process for Addressing Allegations of Non-compliance with Tri-Agency Policies] (2010).
* '''Hickling, Arthurs, Low Corp, prepared for the Canadian Research Integrity Committee. (2009). [http://www.nserc-crsng.gc.ca/_doc/NSERC-CRSNG/HAL_Report_e.pdf The State of Research Integrity and Misconduct Policies in Canada].'''
** This document provides an overview of the organizations, policies, and procedures that address research integrity in the Canadian context, complete with an comparative study of eight other countries' research integrity systems.
* '''Zimmerman, S.V., Wallace, K. (2013). [http://tinyurl.com/yxstzfnk Promoting Responsible Conduct of Research: A Canadian Perspective]. ''Accountability in Research''. 20:395-402'''.
** This article highlights specific process and governance changes in the Responsible Conduct of Research Framework designed to strengthen and to enhance scholarly integrity in Canada.

== Decision Making Framework ==
* '''Markkula Centre for Applied Ethics at Santa Clara University. (2015). [https://www.scu.edu/ethics/ethics-resources/ethical-decision-making/a-framework-for-ethical-decision-making/ A Framework for Ethical Decision Making].'''
** This resource defines ethics, provides an overview of five approaches to ethics, and offers a systematic process for exploring ethical dilemmas to identify ethical courses of action.
* '''The Office of Research Integrity, US Department of Health & Human Services. (n.d.) The Lab: Avoiding Research Misconduct [https://ori.hhs.gov/the-lab Interactive Video] and [https://ori.hhs.gov/TheLab/TheLabGuide.pdf Guide].'''
** This educational resource demonstrates an ethical decision-making model for various partners of research integrity - graduate student, postdoctoral fellow, principal investigator, and a research integrity officer - through simulations.

== Regulatory Compliance ==
* '''Fanelli, D. (2009). [https://journals.plos.org/plosone/article/file?id=10.1371/journal.pone.0005738&type=printable How Many Scientists Fabricate and Falsify Research? A Systemic Review and Meta-Analysis of Survey Data]. PLoS ONE. 4(5):e5738.'''
** The first meta-analysis of surveys (from 18 studies) asking about scientists' experiences of misconduct revealed that 2% of scientists admitted to data fabrication or falsification at least once and up to 34% admitted to other questionable research practices, suggesting that the actual frequencies of misconduct could be higher than those reported.

* '''Office of Research Services, University of British Columbia (n.d.) [https://ors.ubc.ca/compliance-reporting/compliance-requirements Compliance Requirements].'''
** UBC has established policies and procedures to ensure compliance with the legal and regulatory requirements of the research sponsor. This website serves as a hub for all relevant legal, regulatory and ethical requirements for conducting research.
* '''Policy 85, University of British Columbia. (2019). [https://universitycounsel-2015.sites.olt.ubc.ca/files/2019/08/Scholarly-Integrity-Policy_SC6.pdf?file=2015/08/policy85.pdf Scholarly Integrity].'''
** This policy details the responsibilities and standards required of UBC researchers engaged in scholarly activity. It also provides a process for dealing with allegations of scholarly misconduct.

== Data Management ==
* '''Committee on National Statistics, National Research Council (2003), [https://www.nap.edu/catalog/2033/sharing-research-data Sharing Research Data]. The National Academies Press'''
** The Committee on National Statistics highlights the benefits, problems, controversies, and other consequences of sharing research data. The report pays special attention to the needs for and the costs of good documentation to emphasize the importance of careful documentation to facilitate data sharing to enable repetition or extension of the research findings. With these considerations in mind, the committee put forward sixteen (16) general recommendations (aimed at different parties involved in and/or affected by scientific research, such as initial investigators, subsequent analysts, institutions, funding agencies, journal editors, etc.) .
* '''Committee on Responsibilities of Authorship in the Biological Sciences, National Research Council (2003). [http://www.nap.edu/catalog.php?record_id=10613#toc Sharing Publication-Related Data and Materials: Responsibilities of Authorship in the Life Sciences]. The National Academies Press.'''
** The Committee on Responsibility of Authorship in the Biological Sciences conducted a study to evaluate the responsibilities of authors in life sciences to share data and materials referenced in their publications. The committee put forward their findings (principles and standard practices) and recommendations on key issues facing the life-sciences community with regards to sharing of publication-related data, software, and materials.
* '''Faculty of Graduate and Postdoctoral Studies, University of British Columbia. (n.d.) [https://www.grad.ubc.ca/intellectual-property-guide/ownership-data Ownership of Data]'''
* '''Faculty of Graduate and Postdoctoral Studies, University of British Columbia. (n.d.) [https://www.grad.ubc.ca/intellectual-property-guide/record-keeping Record Keeping]'''
* '''Fields, K.L., Price A.R. (1993). Problems in Research Integrity Arising from Misconceptions about the Ownership of Research. ''Academic Medicine,'' 68(9):S61-S64.'''
** The authors argues that many allegations of research misconduct originate in misconceptions about the ownership of publicly supported research. In this article, the authors focuses on scientific authorship responsibilities and clarified the rights of scientists, collaborators, and trainees to ideas, materials and grants.
* '''Panel on Scientific Responsibility and the Conduct of Research, National Academy of Sciences, National Academy of Engineering, Institute of Medicine (1992). [https://www.nap.edu/catalog/1864/responsible-science-ensuring-the-integrity-of-the-research-process-volume ''Responsible Science, Volume I: Ensuring the Integrity of the Research Process''.] The National Academies Press.'''
** The Panel on Scientific Responsibility and the Conduct of Research explored and examined current research practices, changing research landscape, educational efforts in fostering responsible conduct of research, institutional procedures in handling allegations of misconduct in sciences.The Panel recommends twelve (12) specific actions that all scientists, their institutions, and their sponsors can take to preserve and strengthen the integrity of the research process and also to deal with allegations of misconduct.

== Publication and Authorship ==
* '''Barker, K. (2002). [https://www.sciencemag.org/careers/2002/11/accountability-and-authorship Accountability and Authorship]. ''Science's Next Wave''.'''
* '''Cottingham, K. (2001). [https://www.sciencemag.org/careers/2001/03/ethics-authorship-policies-authorship-articles-submitted-scientific-journals The Ethics of Authorship: Policies for Authorship of Articles Submitted to Scientific Journals] ''Science's Next Wave''.'''
* '''Faculty of Graduate and Postdoctoral Studies, University of British Columbia. (n.d.) [https://www.grad.ubc.ca/intellectual-property-guide/right-first-authorship Rights to First Authorship]'''
* '''Faculty of Graduate and Postdoctoral Studies, University of British Columbia. (n.d.) [https://www.grad.ubc.ca/intellectual-property-guide/co-authorship Co-Authorship]'''
* '''International Committee of Medical Journal Editors. (1997). [http://tinyurl.com/y2yuz549 Uniform requirements for manuscripts submitted to biomedical journals]. ''JAMA,'' 277(11):927-934.'''
** The fifth edition expanded on previous editions on manuscript requirements to increase clarity and address concerns about rights, privacy, descriptions of methods, and other matters. Over 500 journals have adopted the Uniform Requirements.
* '''Smith, E., Williams-Jones, B., Master, Z., Lariviere, V., Sugimoto, C.R., Paul-Hus, A., Shi, M., and Resnik, D.B. (2019) Misconduct and Misbehaviour Relate to Authorship Disagreements in Collaborative Science.'''
** While disagreements can be resolved through collegial discussions to achieve a mutually agreeable outcome, the study demonstrated that authorship disagreement can compromise collaboration and scholarly integrity. Through an international survey targeting multidisciplinary research teams, the study revealed the rates of authorship disagreements (naming and ordering) as stratified by discipline and career stages, identified predictors of authorship disagreements, as well as the prevalence of resulting misbehaviour (i.e., hostility, undermining of a colleague's work, cutting corners on research, sabotaging a colleague's research, or producing fraudulent work to be more competitive). The authors also offered some suggestions to support ethical authorship distribution in collaborative research.
* '''The Office of Research Integrity, US Department of Health & Human Services. (n.d.) [https://ori.hhs.gov/sites/default/files/2018-09/Authorship%20Practices%20to%20Avoid%20Conflicts_Rasterized.pdf Infographic: Authorship Practices to Avoid Conflicts].'''
* '''Nicholls, S.G., Langan, S.M., Benchimol, E.I., Moher D. (2016). [http://tinyurl.com/yyyo2a8n Reporting Transparency: Making the Ethical Mandate Explicit]. ''BMC Medicine''. 14:44'''
** Related to data management section above, the authors argues that transparency and quality in research reporting (i.e., publication) play an important role in improving research integrity and fair use of resources and calls for explicit reporting guidelines to support researchers in meeting these ethical obligations.

== Plagiarism ==
* '''Learning Commons, University of British Columbia (n.d.) [https://learningcommons.ubc.ca/academic-integrity/ Resource Guides on Academic Integrity].'''
* '''The Office of Research Integrity, US Department of Health & Human Services. (n.d.) [https://ori.hhs.gov/sites/default/files/2017-12/8_Ethical_Write.pdf Infographic: Write Ethically from Start to Finish]. (The content was drawn from ORI's module on avoiding plagiarism by Dr. Miguel Roig).'''
* '''The Office of Research Integrity, US Department of Health & Human Services. (n.d.) [https://ori.hhs.gov/sites/default/files/2019-02/Tips%20for%20Avoiding%20Plagiarism_Rasterized.pdf Infogaphic: Tips for Avoiding Plagiarism]. (The content was drawn from ORI's module on avoiding plagiarism by Dr. Miguel Roig)'''.

== Conflict of Interest and Conflict of Commitment ==
* '''Davidoff, F., DeAngelis, C.D., Drazen, J.M., Hoey, G., Hojgaard, L., Horton, R., Kotzin, S., Nicholls, M.G., Nylenna, M., Overbeke, A.J.P.M., Sox, H.C., Van Der Weyden, M.B., and Wilkes, M.S. (2001). [http://tinyurl.com/y2654lp6 Sponsorship, authorship, and accountability]. ''The New England Journal of Medicine, 345''(11), 825-827.'''
** International Committee of Medical Journal Editors highlighted potential conflicts of interest that exist between the author(s) and the research sponsor(s) and offered specific practices for researchers, research sponsors, journal editors, and peer reviewers to manage these potential conflicts of interest and to ensure research integrity.

== Collaborative Research ==

== Mentorship ==

Sandbox:Responsible Conduct of Research Resources Portal

2019-09-18T18:34:04Z

DebChen: /* Intellectual Property */

Welcome to the Responsible Conduct of Research Resources Portal.

== Policy Statements ==
* '''CIHR,NSERC, SSHRC. (2016). [http://www.rcr.ethics.gc.ca/eng/framework-cadre.html Tri-Council Policy Framework: Responsible Conduct of Research.]'''
** This Framework document, launched in 2011, replaces the previous integrity policy and related documents, including the [http://www.nserc-crsng.gc.ca/nserc-crsng/policies-politiques/tpsintegrity-picintegritie_eng.asp Tri-Agency Policy Statement: Integrity in Research and Scholarship] (TCPS-I, 1994), the [http://www.nserc-crsng.gc.ca/NSERC-CRSNG/policies-politiques/frameworkintegrity-cadrereferenceintegrite_eng.asp Framework for Tri-Council Review of Institutional Policies Dealing with Integrity in Research] (1996) and the [http://www.nserc-crsng.gc.ca/NSERC-CRSNG/governance-gouvernance/FAQ-FAQ_eng.asp Tri-Agency Process for Addressing Allegations of Non-compliance with Tri-Agency Policies] (2010).
* '''Hickling, Arthurs, Low Corp, prepared for the Canadian Research Integrity Committee. (2009). [http://www.nserc-crsng.gc.ca/_doc/NSERC-CRSNG/HAL_Report_e.pdf The State of Research Integrity and Misconduct Policies in Canada].'''
** This document provides an overview of the organizations, policies, and procedures that address research integrity in the Canadian context, complete with an comparative study of eight other countries' research integrity systems.
* '''Zimmerman, S.V., Wallace, K. (2013). [http://tinyurl.com/yxstzfnk Promoting Responsible Conduct of Research: A Canadian Perspective]. ''Accountability in Research''. 20:395-402'''.
** This article highlights specific process and governance changes in the Responsible Conduct of Research Framework designed to strengthen and to enhance scholarly integrity in Canada.

== Decision Making Framework ==
* '''Markkula Centre for Applied Ethics at Santa Clara University. (2015). [https://www.scu.edu/ethics/ethics-resources/ethical-decision-making/a-framework-for-ethical-decision-making/ A Framework for Ethical Decision Making].'''
** This resource defines ethics, provides an overview of five approaches to ethics, and offers a systematic process for exploring ethical dilemmas to identify ethical courses of action.
* '''The Office of Research Integrity, US Department of Health & Human Services. (n.d.) The Lab: Avoiding Research Misconduct [https://ori.hhs.gov/the-lab Interactive Video] and [https://ori.hhs.gov/TheLab/TheLabGuide.pdf Guide].'''
** This educational resource demonstrates an ethical decision-making model for various partners of research integrity - graduate student, postdoctoral fellow, principal investigator, and a research integrity officer - through simulations.

== Regulatory Compliance ==
* '''Fanelli, D. (2009). [https://journals.plos.org/plosone/article/file?id=10.1371/journal.pone.0005738&type=printable How Many Scientists Fabricate and Falsify Research? A Systemic Review and Meta-Analysis of Survey Data]. PLoS ONE. 4(5):e5738.'''
** The first meta-analysis of surveys (from 18 studies) asking about scientists' experiences of misconduct revealed that 2% of scientists admitted to data fabrication or falsification at least once and up to 34% admitted to other questionable research practices, suggesting that the actual frequencies of misconduct could be higher than those reported.

* '''Office of Research Services, University of British Columbia (n.d.) [https://ors.ubc.ca/compliance-reporting/compliance-requirements Compliance Requirements].'''
** UBC has established policies and procedures to ensure compliance with the legal and regulatory requirements of the research sponsor. This website serves as a hub for all relevant legal, regulatory and ethical requirements for conducting research.
* '''Policy 85, University of British Columbia. (2019). [https://universitycounsel-2015.sites.olt.ubc.ca/files/2019/08/Scholarly-Integrity-Policy_SC6.pdf?file=2015/08/policy85.pdf Scholarly Integrity].'''
** This policy details the responsibilities and standards required of UBC researchers engaged in scholarly activity. It also provides a process for dealing with allegations of scholarly misconduct.

== Data Management ==
* '''Committee on National Statistics, National Research Council (2003), [https://www.nap.edu/catalog/2033/sharing-research-data Sharing Research Data]. The National Academies Press'''
** The Committee on National Statistics highlights the benefits, problems, controversies, and other consequences of sharing research data. The report pays special attention to the needs for and the costs of good documentation to emphasize the importance of careful documentation to facilitate data sharing to enable repetition or extension of the research findings. With these considerations in mind, the committee put forward sixteen (16) general recommendations (aimed at different parties involved in and/or affected by scientific research, such as initial investigators, subsequent analysts, institutions, funding agencies, journal editors, etc.) .
* '''Committee on Responsibilities of Authorship in the Biological Sciences, National Research Council (2003). [http://www.nap.edu/catalog.php?record_id=10613#toc Sharing Publication-Related Data and Materials: Responsibilities of Authorship in the Life Sciences]. The National Academies Press.'''
** The Committee on Responsibility of Authorship in the Biological Sciences conducted a study to evaluate the responsibilities of authors in life sciences to share data and materials referenced in their publications. The committee put forward their findings (principles and standard practices) and recommendations on key issues facing the life-sciences community with regards to sharing of publication-related data, software, and materials.
* '''Faculty of Graduate and Postdoctoral Studies, University of British Columbia. (n.d.) [https://www.grad.ubc.ca/intellectual-property-guide/ownership-data Ownership of Data]'''
* '''Faculty of Graduate and Postdoctoral Studies, University of British Columbia. (n.d.) [https://www.grad.ubc.ca/intellectual-property-guide/record-keeping Record Keeping]'''
* '''Fields, K.L., Price A.R. (1993). Problems in Research Integrity Arising from Misconceptions about the Ownership of Research. ''Academic Medicine,'' 68(9):S61-S64.'''
** The authors argues that many allegations of research misconduct originate in misconceptions about the ownership of publicly supported research. In this article, the authors focuses on scientific authorship responsibilities and clarified the rights of scientists, collaborators, and trainees to ideas, materials and grants.
* '''Panel on Scientific Responsibility and the Conduct of Research, National Academy of Sciences, National Academy of Engineering, Institute of Medicine (1992). [https://www.nap.edu/catalog/1864/responsible-science-ensuring-the-integrity-of-the-research-process-volume ''Responsible Science, Volume I: Ensuring the Integrity of the Research Process''.] The National Academies Press.'''
** The Panel on Scientific Responsibility and the Conduct of Research explored and examined current research practices, changing research landscape, educational efforts in fostering responsible conduct of research, institutional procedures in handling allegations of misconduct in sciences.The Panel recommends twelve (12) specific actions that all scientists, their institutions, and their sponsors can take to preserve and strengthen the integrity of the research process and also to deal with allegations of misconduct.

== Publication and Authorship ==
* '''Barker, K. (2002). [https://www.sciencemag.org/careers/2002/11/accountability-and-authorship Accountability and Authorship]. ''Science's Next Wave''.'''
* '''Cottingham, K. (2001). [https://www.sciencemag.org/careers/2001/03/ethics-authorship-policies-authorship-articles-submitted-scientific-journals The Ethics of Authorship: Policies for Authorship of Articles Submitted to Scientific Journals] ''Science's Next Wave''.'''
* '''Faculty of Graduate and Postdoctoral Studies, University of British Columbia. (n.d.) [https://www.grad.ubc.ca/intellectual-property-guide/right-first-authorship Rights to First Authorship]'''
* '''Faculty of Graduate and Postdoctoral Studies, University of British Columbia. (n.d.) [https://www.grad.ubc.ca/intellectual-property-guide/co-authorship Co-Authorship]'''
* '''International Committee of Medical Journal Editors. (1997). [http://tinyurl.com/y2yuz549 Uniform requirements for manuscripts submitted to biomedical journals]. ''JAMA,'' 277(11):927-934.'''
** The fifth edition expanded on previous editions on manuscript requirements to increase clarity and address concerns about rights, privacy, descriptions of methods, and other matters. Over 500 journals have adopted the Uniform Requirements.
* '''Smith, E., Williams-Jones, B., Master, Z., Lariviere, V., Sugimoto, C.R., Paul-Hus, A., Shi, M., and Resnik, D.B. (2019) Misconduct and Misbehaviour Relate to Authorship Disagreements in Collaborative Science.'''
** While disagreements can be resolved through collegial discussions to achieve a mutually agreeable outcome, the study demonstrated that authorship disagreement can compromise collaboration and scholarly integrity. Through an international survey targeting multidisciplinary research teams, the study revealed the rates of authorship disagreements (naming and ordering) as stratified by discipline and career stages, identified predictors of authorship disagreements, as well as the prevalence of resulting misbehaviour (i.e., hostility, undermining of a colleague's work, cutting corners on research, sabotaging a colleague's research, or producing fraudulent work to be more competitive). The authors also offered some suggestions to support ethical authorship distribution in collaborative research.
* '''The Office of Research Integrity, US Department of Health & Human Services. (n.d.) [https://ori.hhs.gov/sites/default/files/2018-09/Authorship%20Practices%20to%20Avoid%20Conflicts_Rasterized.pdf Infographic: Authorship Practices to Avoid Conflicts].'''
* '''Nicholls, S.G., Langan, S.M., Benchimol, E.I., Moher D. (2016). [http://tinyurl.com/yyyo2a8n Reporting Transparency: Making the Ethical Mandate Explicit]. ''BMC Medicine''. 14:44'''
** Related to data management section above, the authors argues that transparency and quality in research reporting (i.e., publication) play an important role in improving research integrity and fair use of resources and calls for explicit reporting guidelines to support researchers in meeting these ethical obligations.

== Plagiarism ==
* '''Learning Commons, University of British Columbia (n.d.) [https://learningcommons.ubc.ca/academic-integrity/ Resource Guides on Academic Integrity].'''
* '''The Office of Research Integrity, US Department of Health & Human Services. (n.d.) [https://ori.hhs.gov/sites/default/files/2017-12/8_Ethical_Write.pdf Infographic: Write Ethically from Start to Finish]. (The content was drawn from ORI's module on avoiding plagiarism by Dr. Miguel Roig).'''
* '''The Office of Research Integrity, US Department of Health & Human Services. (n.d.) [https://ori.hhs.gov/sites/default/files/2019-02/Tips%20for%20Avoiding%20Plagiarism_Rasterized.pdf Infogaphic: Tips for Avoiding Plagiarism]. (The content was drawn from ORI's module on avoiding plagiarism by Dr. Miguel Roig)'''.

== Conflict of Interest and Conflict of Commitment ==
* '''Davidoff, F., DeAngelis, C.D., Drazen, J.M., Hoey, G., Hojgaard, L., Horton, R., Kotzin, S., Nicholls, M.G., Nylenna, M., Overbeke, A.J.P.M., Sox, H.C., Van Der Weyden, M.B., and Wilkes, M.S. (2001). [http://tinyurl.com/y2654lp6 Sponsorship, authorship, and accountability]. ''The New England Journal of Medicine, 345''(11), 825-827.'''
** International Committee of Medical Journal Editors highlighted potential conflicts of interest that exist between the author(s) and the research sponsor(s) and offered specific practices for researchers, research sponsors, journal editors, and peer reviewers to manage these potential conflicts of interest and to ensure research integrity.

== Collaborative Research ==

== Mentorship ==

Sandbox:Responsible Conduct of Research Resources Portal

2019-09-18T18:31:50Z

DebChen: /* Regulatory Compliance */

Welcome to the Responsible Conduct of Research Resources Portal.

== Policy Statements ==
* '''CIHR,NSERC, SSHRC. (2016). [http://www.rcr.ethics.gc.ca/eng/framework-cadre.html Tri-Council Policy Framework: Responsible Conduct of Research.]'''
** This Framework document, launched in 2011, replaces the previous integrity policy and related documents, including the [http://www.nserc-crsng.gc.ca/nserc-crsng/policies-politiques/tpsintegrity-picintegritie_eng.asp Tri-Agency Policy Statement: Integrity in Research and Scholarship] (TCPS-I, 1994), the [http://www.nserc-crsng.gc.ca/NSERC-CRSNG/policies-politiques/frameworkintegrity-cadrereferenceintegrite_eng.asp Framework for Tri-Council Review of Institutional Policies Dealing with Integrity in Research] (1996) and the [http://www.nserc-crsng.gc.ca/NSERC-CRSNG/governance-gouvernance/FAQ-FAQ_eng.asp Tri-Agency Process for Addressing Allegations of Non-compliance with Tri-Agency Policies] (2010).
* '''Hickling, Arthurs, Low Corp, prepared for the Canadian Research Integrity Committee. (2009). [http://www.nserc-crsng.gc.ca/_doc/NSERC-CRSNG/HAL_Report_e.pdf The State of Research Integrity and Misconduct Policies in Canada].'''
** This document provides an overview of the organizations, policies, and procedures that address research integrity in the Canadian context, complete with an comparative study of eight other countries' research integrity systems.
* '''Zimmerman, S.V., Wallace, K. (2013). [http://tinyurl.com/yxstzfnk Promoting Responsible Conduct of Research: A Canadian Perspective]. ''Accountability in Research''. 20:395-402'''.
** This article highlights specific process and governance changes in the Responsible Conduct of Research Framework designed to strengthen and to enhance scholarly integrity in Canada.

== Decision Making Framework ==
* '''Markkula Centre for Applied Ethics at Santa Clara University. (2015). [https://www.scu.edu/ethics/ethics-resources/ethical-decision-making/a-framework-for-ethical-decision-making/ A Framework for Ethical Decision Making].'''
** This resource defines ethics, provides an overview of five approaches to ethics, and offers a systematic process for exploring ethical dilemmas to identify ethical courses of action.
* '''The Office of Research Integrity, US Department of Health & Human Services. (n.d.) The Lab: Avoiding Research Misconduct [https://ori.hhs.gov/the-lab Interactive Video] and [https://ori.hhs.gov/TheLab/TheLabGuide.pdf Guide].'''
** This educational resource demonstrates an ethical decision-making model for various partners of research integrity - graduate student, postdoctoral fellow, principal investigator, and a research integrity officer - through simulations.

== Regulatory Compliance ==
* '''Fanelli, D. (2009). [https://journals.plos.org/plosone/article/file?id=10.1371/journal.pone.0005738&type=printable How Many Scientists Fabricate and Falsify Research? A Systemic Review and Meta-Analysis of Survey Data]. PLoS ONE. 4(5):e5738.'''
** The first meta-analysis of surveys (from 18 studies) asking about scientists' experiences of misconduct revealed that 2% of scientists admitted to data fabrication or falsification at least once and up to 34% admitted to other questionable research practices, suggesting that the actual frequencies of misconduct could be higher than those reported.

* '''Office of Research Services, University of British Columbia (n.d.) [https://ors.ubc.ca/compliance-reporting/compliance-requirements Compliance Requirements].'''
** UBC has established policies and procedures to ensure compliance with the legal and regulatory requirements of the research sponsor. This website serves as a hub for all relevant legal, regulatory and ethical requirements for conducting research.
* '''Policy 85, University of British Columbia. (2019). [https://universitycounsel-2015.sites.olt.ubc.ca/files/2019/08/Scholarly-Integrity-Policy_SC6.pdf?file=2015/08/policy85.pdf Scholarly Integrity].'''
** This policy details the responsibilities and standards required of UBC researchers engaged in scholarly activity. It also provides a process for dealing with allegations of scholarly misconduct.

== Data Management ==
* '''Committee on National Statistics, National Research Council (2003), [https://www.nap.edu/catalog/2033/sharing-research-data Sharing Research Data]. The National Academies Press'''
** The Committee on National Statistics highlights the benefits, problems, controversies, and other consequences of sharing research data. The report pays special attention to the needs for and the costs of good documentation to emphasize the importance of careful documentation to facilitate data sharing to enable repetition or extension of the research findings. With these considerations in mind, the committee put forward sixteen (16) general recommendations (aimed at different parties involved in and/or affected by scientific research, such as initial investigators, subsequent analysts, institutions, funding agencies, journal editors, etc.) .
* '''Committee on Responsibilities of Authorship in the Biological Sciences, National Research Council (2003). [http://www.nap.edu/catalog.php?record_id=10613#toc Sharing Publication-Related Data and Materials: Responsibilities of Authorship in the Life Sciences]. The National Academies Press.'''
** The Committee on Responsibility of Authorship in the Biological Sciences conducted a study to evaluate the responsibilities of authors in life sciences to share data and materials referenced in their publications. The committee put forward their findings (principles and standard practices) and recommendations on key issues facing the life-sciences community with regards to sharing of publication-related data, software, and materials.
* '''Faculty of Graduate and Postdoctoral Studies, University of British Columbia. (n.d.) [https://www.grad.ubc.ca/intellectual-property-guide/ownership-data Ownership of Data]'''
* '''Faculty of Graduate and Postdoctoral Studies, University of British Columbia. (n.d.) [https://www.grad.ubc.ca/intellectual-property-guide/record-keeping Record Keeping]'''
* '''Panel on Scientific Responsibility and the Conduct of Research, National Academy of Sciences, National Academy of Engineering, Institute of Medicine (1992). [https://www.nap.edu/catalog/1864/responsible-science-ensuring-the-integrity-of-the-research-process-volume ''Responsible Science, Volume I: Ensuring the Integrity of the Research Process''.] The National Academies Press.'''
** The Panel on Scientific Responsibility and the Conduct of Research explored and examined current research practices, changing research landscape, educational efforts in fostering responsible conduct of research, institutional procedures in handling allegations of misconduct in sciences.The Panel recommends twelve (12) specific actions that all scientists, their institutions, and their sponsors can take to preserve and strengthen the integrity of the research process and also to deal with allegations of misconduct.

== Publication and Authorship ==
* '''Barker, K. (2002). [https://www.sciencemag.org/careers/2002/11/accountability-and-authorship Accountability and Authorship]. ''Science's Next Wave''.'''
* '''Cottingham, K. (2001). [https://www.sciencemag.org/careers/2001/03/ethics-authorship-policies-authorship-articles-submitted-scientific-journals The Ethics of Authorship: Policies for Authorship of Articles Submitted to Scientific Journals] ''Science's Next Wave''.'''
* '''Faculty of Graduate and Postdoctoral Studies, University of British Columbia. (n.d.) [https://www.grad.ubc.ca/intellectual-property-guide/right-first-authorship Rights to First Authorship]'''
* '''Faculty of Graduate and Postdoctoral Studies, University of British Columbia. (n.d.) [https://www.grad.ubc.ca/intellectual-property-guide/co-authorship Co-Authorship]'''
* '''International Committee of Medical Journal Editors. (1997). [http://tinyurl.com/y2yuz549 Uniform requirements for manuscripts submitted to biomedical journals]. ''JAMA,'' 277(11):927-934.'''
** The fifth edition expanded on previous editions on manuscript requirements to increase clarity and address concerns about rights, privacy, descriptions of methods, and other matters. Over 500 journals have adopted the Uniform Requirements.
* '''Smith, E., Williams-Jones, B., Master, Z., Lariviere, V., Sugimoto, C.R., Paul-Hus, A., Shi, M., and Resnik, D.B. (2019) Misconduct and Misbehaviour Relate to Authorship Disagreements in Collaborative Science.'''
** While disagreements can be resolved through collegial discussions to achieve a mutually agreeable outcome, the study demonstrated that authorship disagreement can compromise collaboration and scholarly integrity. Through an international survey targeting multidisciplinary research teams, the study revealed the rates of authorship disagreements (naming and ordering) as stratified by discipline and career stages, identified predictors of authorship disagreements, as well as the prevalence of resulting misbehaviour (i.e., hostility, undermining of a colleague's work, cutting corners on research, sabotaging a colleague's research, or producing fraudulent work to be more competitive). The authors also offered some suggestions to support ethical authorship distribution in collaborative research.
* '''The Office of Research Integrity, US Department of Health & Human Services. (n.d.) [https://ori.hhs.gov/sites/default/files/2018-09/Authorship%20Practices%20to%20Avoid%20Conflicts_Rasterized.pdf Infographic: Authorship Practices to Avoid Conflicts].'''
* '''Nicholls, S.G., Langan, S.M., Benchimol, E.I., Moher D. (2016). [http://tinyurl.com/yyyo2a8n Reporting Transparency: Making the Ethical Mandate Explicit]. ''BMC Medicine''. 14:44'''
** Related to data management section above, the authors argues that transparency and quality in research reporting (i.e., publication) play an important role in improving research integrity and fair use of resources and calls for explicit reporting guidelines to support researchers in meeting these ethical obligations.

== Plagiarism ==
* '''Learning Commons, University of British Columbia (n.d.) [https://learningcommons.ubc.ca/academic-integrity/ Resource Guides on Academic Integrity].'''
* '''The Office of Research Integrity, US Department of Health & Human Services. (n.d.) [https://ori.hhs.gov/sites/default/files/2017-12/8_Ethical_Write.pdf Infographic: Write Ethically from Start to Finish]. (The content was drawn from ORI's module on avoiding plagiarism by Dr. Miguel Roig).'''
* '''The Office of Research Integrity, US Department of Health & Human Services. (n.d.) [https://ori.hhs.gov/sites/default/files/2019-02/Tips%20for%20Avoiding%20Plagiarism_Rasterized.pdf Infogaphic: Tips for Avoiding Plagiarism]. (The content was drawn from ORI's module on avoiding plagiarism by Dr. Miguel Roig)'''.

== Conflict of Interest and Conflict of Commitment ==
* '''Davidoff, F., DeAngelis, C.D., Drazen, J.M., Hoey, G., Hojgaard, L., Horton, R., Kotzin, S., Nicholls, M.G., Nylenna, M., Overbeke, A.J.P.M., Sox, H.C., Van Der Weyden, M.B., and Wilkes, M.S. (2001). [http://tinyurl.com/y2654lp6 Sponsorship, authorship, and accountability]. ''The New England Journal of Medicine, 345''(11), 825-827.'''
** International Committee of Medical Journal Editors highlighted potential conflicts of interest that exist between the author(s) and the research sponsor(s) and offered specific practices for researchers, research sponsors, journal editors, and peer reviewers to manage these potential conflicts of interest and to ensure research integrity.

== Intellectual Property ==
* '''Fields, K.L., Price A.R. (1993). Problems in Research Integrity Arising from Misconceptions about the Ownership of Research.'''
** The authors argues that many allegations of research misconduct originate in misconceptions about the ownership of publicly supported research. In this article, the authors focuses on scientific authorship responsibilities and clarified the rights of scientists, collaborators, and trainees to ideas, materials and grants.

== Collaborative Research ==

== Mentorship ==

Sandbox:Responsible Conduct of Research Resources Portal

2019-09-18T18:00:03Z

DebChen: /* Publication and Authorship */

Sandbox:Responsible Conduct of Research Resources Portal

2019-09-18T17:47:22Z

DebChen: /* Publication and Authorship */

Sandbox:Responsible Conduct of Research Resources Portal

2019-09-18T17:23:33Z

DebChen: /* Regulatory Compliance */

Sandbox:Responsible Conduct of Research Resources Portal

2019-09-18T17:07:21Z

DebChen: /* Data Management */

Sandbox:Responsible Conduct of Research Resources Portal

2019-09-17T22:13:39Z

DebChen: /* Regulatory Compliance */

Sandbox:Responsible Conduct of Research Resources Portal

2019-09-17T21:23:44Z

DebChen: /* Publication and Authorship */

Sandbox:Responsible Conduct of Research Resources Portal

2019-09-17T21:13:56Z

DebChen: /* Publication and Authorship */

Sandbox:Responsible Conduct of Research Resources Portal

2019-09-17T21:05:11Z

DebChen: /* Policy Statements */

Sandbox:Responsible Conduct of Research Resources Portal

2019-09-17T15:17:42Z

DebChen: /* Plagiarism */

Sandbox:Responsible Conduct of Research Resources Portal

2019-09-17T15:06:22Z

DebChen:

Sandbox:Responsible Conduct of Research Resources Portal

2019-09-17T15:05:22Z

DebChen: /* Decision Making Framework */

Welcome to the Responsible Conduct of Research Resources Portal.

== Policy Statements ==
* CIHR,NSERC, SSHRC. (2016). [http://www.rcr.ethics.gc.ca/eng/framework-cadre.html ''Tri-Council Policy Framework: Responsible Conduct of Research.'']
** This Framework document, launched in 2011, replaces the previous integrity policy and related documents, including the [http://www.nserc-crsng.gc.ca/nserc-crsng/policies-politiques/tpsintegrity-picintegritie_eng.asp Tri-Agency Policy Statement: Integrity in Research and Scholarship] (TCPS-I, 1994), the [http://www.nserc-crsng.gc.ca/NSERC-CRSNG/policies-politiques/frameworkintegrity-cadrereferenceintegrite_eng.asp Framework for Tri-Council Review of Institutional Policies Dealing with Integrity in Research] (1996) and the [http://www.nserc-crsng.gc.ca/NSERC-CRSNG/governance-gouvernance/FAQ-FAQ_eng.asp Tri-Agency Process for Addressing Allegations of Non-compliance with Tri-Agency Policies] (2010).
* Hickling, Arthurs, Low Corp, prepared for the Canadian Research Integrity Committee. (2009). [http://www.nserc-crsng.gc.ca/_doc/NSERC-CRSNG/HAL_Report_e.pdf The State of Research Integrity and Misconduct Policies in Canada].
** This document provides an overview of the organizations, policies, and procedures that address research integrity in the Canadian context, complete with an comparative study of eight other countries' research integrity systems.

== Decision Making Framework ==
* Markkula Centre for Applied Ethics at Santa Clara University. (2015). [https://www.scu.edu/ethics/ethics-resources/ethical-decision-making/a-framework-for-ethical-decision-making/ A Framework for Ethical Decision Making].
** This resource defines ethics, provides an overview of five approaches to ethics, and offers a systematic process for exploring ethical dilemmas to identify ethical courses of action.
* The Office of Research Integrity. (n.d.) The Lab: Avoiding Research Misconduct [https://ori.hhs.gov/the-lab Interactive Video] and [https://ori.hhs.gov/TheLab/TheLabGuide.pdf Guide].
** This educational resource demonstrates an ethical decision-making model for various partners of research integrity - graduate student, postdoctoral fellow, principal investigator, and a research integrity officer - through simulations.

== Regulatory Compliance ==

== Data Management ==
* Faculty of Graduate and Postdoctoral Studies, University of British Columbia. (n.d.) [https://www.grad.ubc.ca/intellectual-property-guide/ownership-data Ownership of Data]
* Faculty of Graduate and Postdoctoral Studies, University of British Columbia. (n.d.) [https://www.grad.ubc.ca/intellectual-property-guide/record-keeping Record Keeping]

== Publication and Authorship ==
* Barker, K. (2002). [https://www.sciencemag.org/careers/2002/11/accountability-and-authorship Accountability and Authorship]. ''Science's Next Wave''.
* Cottingham, K. (2001). [https://www.sciencemag.org/careers/2001/03/ethics-authorship-policies-authorship-articles-submitted-scientific-journals The Ethics of Authorship: Policies for Authorship of Articles Submitted to Scientific Journals] ''Science's Next Wave''.
* Davidoff, F., DeAngelis, C.D., Drazen, J.M., Hoey, G., Hojgaard, L., Horton, R., Kotzin, S., Nicholls, M.G., Nylenna, M., Overbeke, A.J.P.M., Sox, H.C., Van Der Weyden, M.B., and Wilkes, M.S. (2001). [http://tinyurl.com/y2654lp6 Sponsorship, authorship, and accountability]. ''The New England Journal of Medicine, 345''(11), 825-827.
* Faculty of Graduate and Postdoctoral Studies, University of British Columbia. (n.d.) [https://www.grad.ubc.ca/intellectual-property-guide/right-first-authorship Rights to First Authorship]
* Faculty of Graduate and Postdoctoral Studies, University of British Columbia. (n.d.) [https://www.grad.ubc.ca/intellectual-property-guide/co-authorship Co-Authorship]
* International Committee of Medical Journal Editors. (1997). [http://tinyurl.com/y2yuz549 Uniform requirements for manuscripts submitted to biomedical journals]. ''JAMA,'' 277(11):927-934.
* The Office of Research Integrity. (n.d.) [https://ori.hhs.gov/sites/default/files/2018-09/Authorship%20Practices%20to%20Avoid%20Conflicts_Rasterized.pdf Infographic: Authorship Practices to Avoid Conflicts].
* Nicholls, S.G., Langan, S.M., Benchimol, E.I., Moher D. (2016). [http://tinyurl.com/yyyo2a8n Reporting Transparency: Making the Ethical Mandate Explicit]. ''BMC Medicine''. 14:44

== Plagiarism ==
* UBC Learning Commons. (n.d.) [https://learningcommons.ubc.ca/academic-integrity/ Resource Guides on Academic Integrity].
* The Office of Research Integrity. (n.d.) [https://ori.hhs.gov/sites/default/files/2017-12/8_Ethical_Write.pdf Infographic: Write Ethically from Start to Finish]. (The content was drawn from ORI's module on avoiding plagiarism by Dr. Miguel Roig).
* The Office of Research Integrity. (n.d.) [https://ori.hhs.gov/sites/default/files/2019-02/Tips%20for%20Avoiding%20Plagiarism_Rasterized.pdf Infogaphic: Tips for Avoiding Plagiarism]. (The content was drawn from ORI's module on avoiding plagiarism by Dr. Miguel Roig).

== Conflict of Interest and Conflict of Commitment ==

== Collaborative Research ==

== Mentorship ==

Sandbox:Responsible Conduct of Research Resources Portal

2019-09-16T23:34:23Z

DebChen: /* Publication and Authorship */

Welcome to the Responsible Conduct of Research Resources Portal.

== Policy Statements ==
* CIHR,NSERC, SSHRC. (2016). [http://www.rcr.ethics.gc.ca/eng/framework-cadre.html ''Tri-Council Policy Framework: Responsible Conduct of Research.'']
** This Framework document, launched in 2011, replaces the previous integrity policy and related documents, including the [http://www.nserc-crsng.gc.ca/nserc-crsng/policies-politiques/tpsintegrity-picintegritie_eng.asp Tri-Agency Policy Statement: Integrity in Research and Scholarship] (TCPS-I, 1994), the [http://www.nserc-crsng.gc.ca/NSERC-CRSNG/policies-politiques/frameworkintegrity-cadrereferenceintegrite_eng.asp Framework for Tri-Council Review of Institutional Policies Dealing with Integrity in Research] (1996) and the [http://www.nserc-crsng.gc.ca/NSERC-CRSNG/governance-gouvernance/FAQ-FAQ_eng.asp Tri-Agency Process for Addressing Allegations of Non-compliance with Tri-Agency Policies] (2010).
* Hickling, Arthurs, Low Corp, prepared for the Canadian Research Integrity Committee. (2009). [http://www.nserc-crsng.gc.ca/_doc/NSERC-CRSNG/HAL_Report_e.pdf The State of Research Integrity and Misconduct Policies in Canada].
** This document provides an overview of the organizations, policies, and procedures that address research integrity in the Canadian context, complete with an comparative study of eight other countries' research integrity systems.

== Decision Making Framework ==
* Markkula Centre for Applied Ethics at Santa Clara University. (2015). [https://www.scu.edu/ethics/ethics-resources/ethical-decision-making/a-framework-for-ethical-decision-making/ A Framework for Ethical Decision Making].
* The Office of Research Integrity. (n.d.) The Lab: Avoiding Research Misconduct [https://ori.hhs.gov/the-lab Interactive Video] and [https://ori.hhs.gov/TheLab/TheLabGuide.pdf Guide].
** This educational resource demonstrates an ethical decision-making model for various partners of research integrity - graduate student, postdoctoral fellow, principal investigator, and a research integrity officer - through simulations.

== Regulatory Compliance ==

== Data Management ==

== Publication and Authorship ==
* Barker, K. (2002). [https://www.sciencemag.org/careers/2002/11/accountability-and-authorship Accountability and Authorship]. ''Science's Next Wave''.
* Cottingham, K. (2001). [https://www.sciencemag.org/careers/2001/03/ethics-authorship-policies-authorship-articles-submitted-scientific-journals The Ethics of Authorship: Policies for Authorship of Articles Submitted to Scientific Journals] ''Science's Next Wave''.
* Davidoff, F., DeAngelis, C.D., Drazen, J.M., Hoey, G., Hojgaard, L., Horton, R., Kotzin, S., Nicholls, M.G., Nylenna, M., Overbeke, A.J.P.M., Sox, H.C., Van Der Weyden, M.B., and Wilkes, M.S. (2001). [http://tinyurl.com/y2654lp6 Sponsorship, authorship, and accountability]. ''The New England Journal of Medicine, 345''(11), 825-827.
* International Committee of Medical Journal Editors. (1997). [http://tinyurl.com/y2yuz549 Uniform requirements for manuscripts submitted to biomedical journals]. ''JAMA,'' 277(11):927-934.
* The Office of Research Integrity. (n.d.) [https://ori.hhs.gov/sites/default/files/2018-09/Authorship%20Practices%20to%20Avoid%20Conflicts_Rasterized.pdf Infographic: Authorship Practices to Avoid Conflicts].
* Nicholls, S.G., Langan, S.M., Benchimol, E.I., Moher D. (2016). [http://tinyurl.com/yyyo2a8n Reporting Transparency: Making the Ethical Mandate Explicit]. ''BMC Medicine''. 14:44

== Plagiarism ==
* UBC Learning Commons. (n.d.) [https://learningcommons.ubc.ca/academic-integrity/ Resource Guides on Academic Integrity].
* The Office of Research Integrity. (n.d.) [https://ori.hhs.gov/sites/default/files/2017-12/8_Ethical_Write.pdf Infographic: Write Ethically from Start to Finish]. (The content was drawn from ORI's module on avoiding plagiarism by Dr. Miguel Roig).
* The Office of Research Integrity. (n.d.) [https://ori.hhs.gov/sites/default/files/2019-02/Tips%20for%20Avoiding%20Plagiarism_Rasterized.pdf Infogaphic: Tips for Avoiding Plagiarism]. (The content was drawn from ORI's module on avoiding plagiarism by Dr. Miguel Roig).

== Conflict of Interest and Conflict of Commitment ==

== Collaborative Research ==

== Mentorship ==

Sandbox:Responsible Conduct of Research Resources Portal

2019-09-16T23:16:06Z

DebChen: /* Publication and Authorship */

Welcome to the Responsible Conduct of Research Resources Portal.

== Policy Statements ==
* CIHR,NSERC, SSHRC. (2016). [http://www.rcr.ethics.gc.ca/eng/framework-cadre.html ''Tri-Council Policy Framework: Responsible Conduct of Research.'']
** This Framework document, launched in 2011, replaces the previous integrity policy and related documents, including the [http://www.nserc-crsng.gc.ca/nserc-crsng/policies-politiques/tpsintegrity-picintegritie_eng.asp Tri-Agency Policy Statement: Integrity in Research and Scholarship] (TCPS-I, 1994), the [http://www.nserc-crsng.gc.ca/NSERC-CRSNG/policies-politiques/frameworkintegrity-cadrereferenceintegrite_eng.asp Framework for Tri-Council Review of Institutional Policies Dealing with Integrity in Research] (1996) and the [http://www.nserc-crsng.gc.ca/NSERC-CRSNG/governance-gouvernance/FAQ-FAQ_eng.asp Tri-Agency Process for Addressing Allegations of Non-compliance with Tri-Agency Policies] (2010).
* Hickling, Arthurs, Low Corp, prepared for the Canadian Research Integrity Committee. (2009). [http://www.nserc-crsng.gc.ca/_doc/NSERC-CRSNG/HAL_Report_e.pdf The State of Research Integrity and Misconduct Policies in Canada].
** This document provides an overview of the organizations, policies, and procedures that address research integrity in the Canadian context, complete with an comparative study of eight other countries' research integrity systems.

== Decision Making Framework ==
* Markkula Centre for Applied Ethics at Santa Clara University. (2015). [https://www.scu.edu/ethics/ethics-resources/ethical-decision-making/a-framework-for-ethical-decision-making/ A Framework for Ethical Decision Making].
* The Office of Research Integrity. (n.d.) The Lab: Avoiding Research Misconduct [https://ori.hhs.gov/the-lab Interactive Video] and [https://ori.hhs.gov/TheLab/TheLabGuide.pdf Guide].
** This educational resource demonstrates an ethical decision-making model for various partners of research integrity - graduate student, postdoctoral fellow, principal investigator, and a research integrity officer - through simulations.

== Regulatory Compliance ==

== Data Management ==

== Publication and Authorship ==
* Barker, K. (2002). [https://www.sciencemag.org/careers/2002/11/accountability-and-authorship Accountability and Authorship]. ''Science's Next Wave''.
* Cottingham, K. (2001). [https://www.sciencemag.org/careers/2001/03/ethics-authorship-policies-authorship-articles-submitted-scientific-journals The Ethics of Authorship: Policies for Authorship of Articles Submitted to Scientific Journals] ''Science's Next Wave''.
* Davidoff, F., DeAngelis, C.D., Drazen, J.M., Hoey, G., Hojgaard, L., Horton, R., Kotzin, S., Nicholls, M.G., Nylenna, M., Overbeke, A.J.P.M., Sox, H.C., Van Der Weyden, M.B., and Wilkes, M.S. (2001). [http://tinyurl.com/y2654lp6 Sponsorship, authorship, and accountability]. ''The New England Journal of Medicine, 345''(11), 825-827.
* International Committee of Medical Journal Editors. (1997). [http://tinyurl.com/y2yuz549 Uniform requirements for manuscripts submitted to biomedical journals]. ''JAMA,'' 277(11):927-934.
* The Office of Research Integrity. (n.d.) [https://ori.hhs.gov/sites/default/files/2018-09/Authorship%20Practices%20to%20Avoid%20Conflicts_Rasterized.pdf Infographic: Authorship Practices to Avoid Conflicts].

== Plagiarism ==
* UBC Learning Commons. (n.d.) [https://learningcommons.ubc.ca/academic-integrity/ Resource Guides on Academic Integrity].
* The Office of Research Integrity. (n.d.) [https://ori.hhs.gov/sites/default/files/2017-12/8_Ethical_Write.pdf Infographic: Write Ethically from Start to Finish]. (The content was drawn from ORI's module on avoiding plagiarism by Dr. Miguel Roig).
* The Office of Research Integrity. (n.d.) [https://ori.hhs.gov/sites/default/files/2019-02/Tips%20for%20Avoiding%20Plagiarism_Rasterized.pdf Infogaphic: Tips for Avoiding Plagiarism]. (The content was drawn from ORI's module on avoiding plagiarism by Dr. Miguel Roig).

== Conflict of Interest and Conflict of Commitment ==

== Collaborative Research ==

== Mentorship ==

Sandbox:Responsible Conduct of Research Resources Portal

2019-09-16T22:34:02Z

DebChen: /* Decision Making Framework */

Welcome to the Responsible Conduct of Research Resources Portal.

== Policy Statements ==
* CIHR,NSERC, SSHRC. [http://www.rcr.ethics.gc.ca/eng/framework-cadre.html ''Tri-Council Policy Framework: Responsible Conduct of Research'' (2016).]
** This Framework document, launched in 2011, replaces the previous integrity policy and related documents, including the [http://www.nserc-crsng.gc.ca/nserc-crsng/policies-politiques/tpsintegrity-picintegritie_eng.asp Tri-Agency Policy Statement: Integrity in Research and Scholarship] (TCPS-I, 1994), the [http://www.nserc-crsng.gc.ca/NSERC-CRSNG/policies-politiques/frameworkintegrity-cadrereferenceintegrite_eng.asp Framework for Tri-Council Review of Institutional Policies Dealing with Integrity in Research] (1996) and the [http://www.nserc-crsng.gc.ca/NSERC-CRSNG/governance-gouvernance/FAQ-FAQ_eng.asp Tri-Agency Process for Addressing Allegations of Non-compliance with Tri-Agency Policies] (2010).
* Hickling, Arthurs, Low Corp, prepared for the Canadian Research Integrity Committee. (2009) ''[http://www.nserc-crsng.gc.ca/_doc/NSERC-CRSNG/HAL_Report_e.pdf The State of Research Integrity and Misconduct Policies in Canada]''.
** This document provides an overview of the organizations, policies, and procedures that address research integrity in the Canadian context, complete with an comparative study of eight other countries' research integrity systems.

== Decision Making Framework ==
* Markkula Centre for Applied Ethics at Santa Clara University. (2015, August). ''[https://www.scu.edu/ethics/ethics-resources/ethical-decision-making/a-framework-for-ethical-decision-making/ A Framework for Ethical Decision Making]''.
* The Office of Research Integrity. ''The Lab: Avoiding Research Misconduct'' [https://ori.hhs.gov/the-lab Interactive Video] and [https://ori.hhs.gov/TheLab/TheLabGuide.pdf Guide].
** This educational resource demonstrates an ethical decision-making model for various partners of research integrity - graduate student, postdoctoral fellow, principal investigator, and a research integrity officer - through simulations.

== Regulatory Compliance ==

== Data Management ==

== Publication and Authorship ==

== Plagiarism ==

== Conflict of Interest and Conflict of Commitment ==

== Collaborative Research ==

== Mentorship ==

Sandbox:Responsible Conduct of Research Resources Portal

2019-09-16T21:28:39Z

DebChen:

Welcome to the Responsible Conduct of Research Resources Portal.

== Policy Statements ==
* CIHR,NSERC, SSHRC. [http://www.rcr.ethics.gc.ca/eng/framework-cadre.html ''Tri-Council Policy Framework: Responsible Conduct of Research''.]
** This Framework document, launched in 2011, replaces the previous integrity policy and related documents, including the [http://www.nserc-crsng.gc.ca/nserc-crsng/policies-politiques/tpsintegrity-picintegritie_eng.asp Tri-Agency Policy Statement: Integrity in Research and Scholarship] (TCPS-I, 1994), the [http://www.nserc-crsng.gc.ca/NSERC-CRSNG/policies-politiques/frameworkintegrity-cadrereferenceintegrite_eng.asp Framework for Tri-Council Review of Institutional Policies Dealing with Integrity in Research] (1996) and the [http://www.nserc-crsng.gc.ca/NSERC-CRSNG/governance-gouvernance/FAQ-FAQ_eng.asp Tri-Agency Process for Addressing Allegations of Non-compliance with Tri-Agency Policies] (2010).
* Hickling, Arthurs, Low Corp, prepared for the Canadian Research Integrity Committee. ''[http://www.nserc-crsng.gc.ca/_doc/NSERC-CRSNG/HAL_Report_e.pdf The State of Research Integrity and Misconduct Policies in Canada]''. 2009.
** This document provides an overview of the organizations, policies, and procedures that address research integrity in the Canadian context, complete with an comparative study of eight other countries' research integrity systems.

== Decision Making Framework ==

== Regulatory Compliance ==

== Data Management ==

== Publication and Authorship ==

== Plagiarism ==

== Conflict of Interest and Conflict of Commitment ==

== Collaborative Research ==

== Mentorship ==

Sandbox:Responsible Conduct of Research Resources Portal

2019-09-16T21:15:33Z

DebChen: /* Policy Statements */

Welcome to the Responsible Conduct of Research Resources Portal.

== Policy Statements ==
* CIHR,NSERC, SSHRC. [http://www.rcr.ethics.gc.ca/eng/framework-cadre.html ''Tri-Council Policy Framework: Responsible Conduct of Research''.]
** This Framework document, launched in 2011, replaces the previous integrity policy and related documents, including the [http://www.nserc-crsng.gc.ca/nserc-crsng/policies-politiques/tpsintegrity-picintegritie_eng.asp Tri-Agency Policy Statement: Integrity in Research and Scholarship] (TCPS-I, 1994), the [http://www.nserc-crsng.gc.ca/NSERC-CRSNG/policies-politiques/frameworkintegrity-cadrereferenceintegrite_eng.asp Framework for Tri-Council Review of Institutional Policies Dealing with Integrity in Research] (1996) and the [http://www.nserc-crsng.gc.ca/NSERC-CRSNG/governance-gouvernance/FAQ-FAQ_eng.asp Tri-Agency Process for Addressing Allegations of Non-compliance with Tri-Agency Policies] (2010).
* Hickling, Arthurs, Low Corp, prepared for the Canadian Research Integrity Committee. ''[http://www.nserc-crsng.gc.ca/_doc/NSERC-CRSNG/HAL_Report_e.pdf The State of Research Integrity and Misconduct Policies in Canada]''. 2009.
** This document provides an overview of the organizations and policies that address research integrity in the Canadian context, complete with an comparative study of eight other countries' research integrity systems.

== Decision Making Framework ==

== Regulatory Compliance ==

== Data Management ==

== Publication and Authorship ==

== Plagiarism ==

== Conflict of Interest and Conflict of Commitment ==

== Collaborative Research ==

== Mentorship ==

User:DebChen

2019-09-16T20:05:28Z

DebChen:

I am a Learning Design Strategist with the Office of Vice-President Research & Innovation, focused on strengthening resources and building organizational capacity to support research excellence. In this role, I collaborate with faculty, staff, students, and external partners in exploring how best to create a strong and diverse research culture that embraces the highest standards of integrity, collegiality and service at the University of British Columbia.

My previous role as the educational developer at the Centre for Teaching, Learning, and Technology (CTLT) heavily informs my current practice. I have been designing, facilitating and implementing teaching and learning professional development initiatives, programs, and workshops for faculty, staff, and students at CTLT since 2013

I actively curate and share my work and thoughts on my [http://blogs.ubc.ca/dchen/ e-portfolio]. I welcome your feedback and would love to hear from you!

Sandbox:Responsible Conduct of Research Resources Portal

2019-09-13T21:58:52Z

DebChen: Created page with "Welcome to the Responsible Conduct of Research Resources Portal. == Policy Statements == == Decision Making Framework == == Regulatory Compliance == == Data Management ==..."

Welcome to the Responsible Conduct of Research Resources Portal.

== Policy Statements ==

== Decision Making Framework ==

== Regulatory Compliance ==

== Data Management ==

== Publication and Authorship ==

== Plagiarism ==

== Conflict of Interest and Conflict of Commitment ==

== Collaborative Research ==

== Mentorship ==

Documentation:CTLT programs/CTLT Institute/2019 Summer

2019-09-09T18:11:32Z

DebChen: /* Institute Schedule & Curated Resources */

== Overview ==

The Summer Institute 2019 (August 19-23, August 27-29, and September 4-6) is an opportunity to network with UBC colleagues and to share practices, research, and experiences around teaching, learning, and technology. The program is designed with novice instructors in mind, with topics ranging from the fundamentals of teaching and learning to more advanced considerations around enhancing student learning and progressing in their own teaching careers. The sessions offer reflective space and practical advice to directly support your teaching and learning skills development.

== Call for Contributions ==
We [http://institute.ctlt.ubc.ca/summer-institute/summer-institute-call-for-contributions/ invite proposals] that will support new instructors and teaching assistants in preparing for and teaching their upcoming classes. The Summer Institute is a great opportunity to connect with new colleagues, share your experiences in navigating teaching and learning at UBC, and to build our collective capacity to enhance student learning and experiences.

In addition to the fundamentals (e.g., Navigating Your Role as an Instructor, Writing Effective Learning Objectives, Effective Lesson Planning, Assessment Strategies, and Writing a Learner-Centered Syllabus) that will be offered as part of the Summer Institute, we are looking for proposals that directly develop the capacity of new instructors and teaching assistants within the UBC context.

== Institute Facilitator Community Workshop ==

We are offering an 1.5 hour workshop, [https://events.ctlt.ubc.ca/events/the-opportunities-and-challenges-of-co-facilitation/ The Opportunities and Challenges of Co-Facilitation], (optional but highly encouraged) for all of our Summer Institute Facilitators on Thursday, July 25 from 1-2:30 p.m. This will be a great opportunity for you to connect with fellow Institute Facilitators and to learn from one another!

''"Co-facilitation is a dynamic working relationship between facilitators that support the group’s learning process. Join us to explore the opportunities and challenges of co-facilitation, discuss the structures and processes that enable effective co-facilitation, and reflect on your experiences and/or approaches to co-facilitation. You will leave this workshop with practical considerations for when you dance with your co-facilitator in supporting your participants’ learning as well as a mini-toolkit of co-facilitation best practices."''

== Institute Schedule & Curated Resources ==
{| class="wikitable"
|+
!Date and Time
!Location
!Session Title
!Facilitator(s)
!Relevant Workshop Resources and Materials
|-
|August 19, 9:00 - 11:00 a.m.
|Seminar Room
|Navigating Your Role as an Instructor
|kele fleming - Senior Associate Director, Teaching and Learning Professional Development, CTLT
Sheryda Warrener - Lecturer, Creative Writing Program

Deb Chen, PhD - Educational Developer: Teaching and Learning, CTLT
|
* [[:File:Welcome Session Slide Deck.pdf|Workshop Slide Deck]] (PDF)
* [http://tinyurl.com/y5p33qz9 Courage to Teach] by Parker Palmer
* [http://tinyurl.com/y3wekpsv Learner-Centred Teaching] by Maryellen Weimer
* [http://tinyurl.com/y2xh4rsb Potlatch as Pedagogy] by Sara F.Davidson and Robert Davidson
* [https://normaneng.org/teaching-college-book/ Teaching College] by Norman Eng
* CTLT [https://ctlt.ubc.ca/resources/new-faculty-orientation-guide/ New Faculty Orientation Guide]
* UBC [https://blogs.ubc.ca/edleadershipnetwork/ Educational Leadership Network]
|-
|August 19, 11:30 a.m. - 1:30 p.m.
|Seminar Room
|Introduction to Universal Design for Learning (UDL): A teacher's perspective
|Antoine Coulombe - Instructor, School of Social Work
|
* [[:File:UDL-Workshop2019-Shared.pptx|Workshop Slide Deck]] (PPT)
* Bracken, S., Novak, K., & Taylor & Francis eBooks A-Z. (2019). [https://www.routledge.com/Transforming-Higher-Education-Through-Universal-Design-for-Learning-An/Bracken-Novak/p/book/9780815354734 Transforming higher education through universal design for learning: An international perspective]. New York, NY; Abingdon, Oxon;: Routledge.
* [http://www.cast.org CAST]
|-
|August 19, 2:00 - 4:00 p.m.
|Seminar Room
|Framing Conversations with Distressed Students
|Diana Jung, MA - Health Promotion Specialist, Health Promotion and Education
Brian Barth, Manager of Student Support Services
|
* [[:File:Framing Conversations Workshop Faculty-CTLT Summer Institute.pdf|Session Slide Deck]] (PDF)
* [https://wellbeing.ubc.ca/supporting-students-distress Green Folder]
* UBC Mental Health Resource for Students: [http://www.studentcare.ca/rte/en/UniversityofBritishColumbiaAMSGSS_EmpowerMe_EmpowerMe Empower Me]
|-
|'''August 20, 9:00 - 11:00 a.m.'''
|Seminar Room
|'''Writing Effective Learning Objectives and Course Outcomes'''
|'''Qian Wang, PhD - Senior Instructor, Department of Asian Studies; CTLT Faculty Associate'''
'''Marie Krbavac - Educational Consultant: Learning Design, CTLT'''
|
* [https://drive.google.com/file/d/1TMjU0iclLiHu_rjikA9CHgVqtVkH6uTJ/view?usp=sharing Session Slide Deck] (PDF)
* [[:File:Ubc-course-syllabus-template.docx|UBC Optional Course Syllabus Template]]
* [https://www.bcit.ca/files/ltc/pdf/ja_learningoutcomes.pdf BCIT Writing Learning Objectives Resource]
|-
|'''August 20, 11:30 a.m. - 1:30 p.m.'''
|Seminar Room
|'''Can I Use This? Exploring Copyright & Working with Open Educational Resources'''
|'''Will Engle - Open Education Strategist, CTLT'''
'''Stephanie Savage - Scholarly Communications and Copyright Services Librarian, UBC Library'''
|
* [[:File:Can I Use This Copyright and OER Session Slides.pdf|Session Slide Deck]]
* Colvard, N., Watson, C. E., & Park, H. (2018). The Impact of Open Educational Resources on Various Student Success Metrics. International Journal of Teaching and Learning in Higher Education, 30(2), 262-276. Retrieved from http://www.isetl.org/ijtlhe
* Jhangiani, R. S., Pitt, R., Hendricks, C., Key, J., & Lalonde, C. (2016). Exploring faculty use of open educational resources at British Columbia post-secondary institutions. Victoria, BC: BCcampus.
*[http://open.ubc.ca Open UBC Site]
*[https://copyright.ubc.ca UBC Copyright Site]
|-
|'''August 20, 2:00 - 4:00 p.m.'''
|LSK 121
|'''Teaching with Data and Computation Using Jupyter Notebooks'''
|'''Patrick Walls, PhD - Instructor I, Department of Mathematics'''
|
* [https://syzygy.ca Syzygy] -- Jupyter notebooks hosted by [https://pims.math.ca PIMS]
* Official documentation:
** [https://jupyter.org Jupyter]
** [https://www.python.org Python]
** [https://pandas.pydata.org pandas]
* [https://jupyter4edu.github.io/jupyter-edu-book/ Teaching and Learning with Jupyter]
|-
|August 21, 9:00 - 11:00 a.m.
|Chilcotin Room
|Effective Lesson Planning
|Jonathan Verrett, PhD - Instructor I, Department of Chemical and Biological Engineering, Faculty of Applied Science; CTLT Faculty Associate
Matthew Coles, PhD - Science Education Specialists, Department of Mathematics & Skylight
|
* [https://bit.ly/CTLTLP Session Slide Deck]
* [https://ctlt.ubc.ca/programs/all-our-programs/instructional-skills-workshops/ Instructional Skills Workshop] for both Faculty and Graduate Students are offered by [https://ctlt.ubc.ca/ CTLT]
|-
|August 21, 11:30 a.m. - 1:30 p.m.
|Chilcotin Room
|Education for Connection and Purpose: Exploring the Values, Principles and Models of Community Engaged Learning
|Kyle Nelson - Community Engagement Officer, Centre for Community Engaged Learning
Neila Miled - Sessional Lecturer, Liu Scholar, PSI Scholar, and PhD Candidate, Centre for Culture, Identify and Education
|
* [[:File:2019 Summer Institute Values of CEL 2.0.pdf|Session Slide Deck]] (PDF)
* UBC [https://ccel.ubc.ca/ Centre for Community Engaged Learning]
* Grain, K.M. & Lund, D. (2016). The social justice turn in service-learning: Cultivating critical hope in a time of despair. Michigan Journal of Community Service Learning.
|-
|August 21, 2:00 - 3:30 p.m.
|Chilcotin Room
|Promoting Wellbeing for Ourselves and Our Students
|Levonne Abshire - Health Promotion Strategist, Health Promotion and Education
Melissa Baker, RD - Manager, Nutrition & Wellbeing, Student Housing and Hospitality Services, Faculty of Land and Food Systems

Jocelyn Micallef, MA - Educational Developer, SD&S, CTLT
|
* [[:File:2019-08-22 CTLT Summer Institute Wellbeing for Ourselves and Our Students.pdf|Session Slide Deck]] (PDF)
* [[:File:HWIP-Making the case for managers.pdf|Advocacy to Managers for Workplace Wellbeing Resource]]
* [https://wellbeing.ubc.ca/ UBC Wellbeing Initiative]
|-
|'''August 22, 9:00 - 11:00 a.m.'''
|Seminar Room
|'''Writing a Learner-Centered/Inclusive Syllabus'''
|'''Gail Hammond, PhD - Instructor, Faculty of Land and Food Systems'''
'''Susan Hampton - Educational Consultant: Process Design and Facilitation, CTLT'''
|
* [https://wiki.ubc.ca/File:2019_Learner-Centered_Syllabus-for_wiki.pdf Session Slide Deck]
* [[:File:Ubc-course-syllabus-template.docx|UBC Optional Course Syllabus Template]]
* [https://wiki.ubc.ca/File:Inclusive-syllabus-print.pdf Inclusive Syllabus handout]
* [https://wiki.ubc.ca/File:Resource_List_Learner_Centred_Inclusive_Syllabus.docx Resource list]
* [https://wiki.ubc.ca/File:19S-250-Syllabus-May_20.pdf Gail Hammond's syllabus example] (Food & Nutrition)
* [https://wiki.ubc.ca/File:Psyc-102-Syllabus-2017.18-Section-6-V1.pdf Catherine Rawn's syllabus example] (Psychology)
|-
|'''August 22, 11:30 a.m. - 1:30 p.m.'''
|Seminar Room
|'''Developing Classroom Guidelines: Thoughtful and Critical Approaches'''
|'''Erin Yun - Educational Consultant, Classroom and Campus Climate, CTLT'''
'''Hanae Tsukada, PhD - Educational Strategist, Student Diversity Initiative, CTLT'''
|
* [[:File:Developing Classroom Guidelines Thoughtful and Critical Approaches.pdf|Session Slide Deck]] (PDF)
* [https://inclusiveteaching.ctlt.ubc.ca/ Inclusive Teaching @ UBC]
* [http://indigenousinitiatives.ctlt.ubc.ca/ Indigenous Initiatives]
* [https://equity.ubc.ca/resources/gender-diversity/pronouns/ Pronouns] (UBC Equity & Inclusion Office)
* [https://padlet.com Padlet]
* [https://www.mentimeter.com Mentimeter]
|-
|'''August 22, 2:00 - 4:00 p.m.'''
|Seminar Room
|'''Working with TAs to Support Inclusive Teaching'''
|'''Hélène Frohard-Dourlent, PhD - Student Diversity Initiative, CTLT'''
'''Natasha Fox - Graduate Academic Assistant'''
|
* [https://carleton.ca/tasupport/2016/blog-nurturing-environment-engagement-inclusive-teaching-practice-challenges-teaching-assistants/ Blog post] by Carleton University
|-
|August 23, 9:00 - 11:00 a.m.
|Seminar Room
|Assessment Strategies
|Candice Rideout, PhD - Senior Instructor, Department of Food, Nutrition and Health; CTLT Faculty Associate
Lucas Wright - Senior Educational Consultant. CTLT
|
* [https://docs.google.com/presentation/d/1DI4Db-SIsZzYRGnYArz1eA0pIaYnhIy9lOo0Z_-FPjM/edit?usp=sharing Session Slide Deck]
* [[:File:Elements of effective assessments 23Aug2019 CTLT session.docx|Elements of Effective Assessment]] (DOC)
* Angelo, T. A., & Cross, K. P. (1993). [http://tinyurl.com/y3mmgy4d Classroom assessment techniques: A handbook for college teachers] (2nd ed.). San Francisco: Jossey-Bass Publishers.
* Rideout, C. A. (2018). [http://tinyurl.com/y3dxuot2 Students' choices and achievement in large undergraduate classes using a novel flexible assessment approach]. Assessment & Evaluation in Higher Education, 43(1), 68-78. doi:10.1080/02602938.2017.1294144
|-
|August 23, 11:30 a.m. - 1:00 p.m.
|Seminar Room
|Reviewing Peer Review at UBC
|Letitia Englund - UX/UI Analyst, CTLT
Manuel Dias - Educational Consultant: Learning Technologies, CTLT
|
* [https://docs.google.com/presentation/d/1Xpf9jg8DgOJ0KeOhW4Mx9RP1xjq4JlT8Icc24djOQrE/edit Session Slide Deck]
* [https://wiki.ubc.ca/images/e/ec/Student-peer-assessment-handout.docx Session Technology Handout]
* [https://docs.google.com/document/d/1n0-viTwfllaLv2kf6-tltFFQB7IsoVUkyFAL8faEQhY/edit Session Notes]
* Luxton-Reilly, A. (2009). A systematic review of tools that support peer assessment. Computer Science Education, 19(4), 209-232.
* Babik, D., Gehringer, E. F., Kidd, J., Pramudianto, F., & Tinapple, D. (2016). Probing the landscape: Toward a systematic taxonomy of online peer assessment systems in education.
* Purchase, H., & Hamer, J. (2018). Peer-review in practice: eight years of AropÃ¤. Assessment & Evaluation in Higher Education, 1-20.
|-
|August 23, 11:30 a.m. - 1:00 p.m.
|Chilcotin Room
|Immersive Learning: Challenges and Opportunities of 360-degree Video for Educational Media
|Michael Sider - Producer, UBC Studios
|
|-
|August 23, 1:30 - 3:30 p.m.
|Seminar Room
|Teaching as a Scholarly Activity: Getting Started with Research in the Classroom
|Deb Chen, PhD - Educational Developer: Teaching and Learning, CTLT; SoTL Facilitator, Institute for the Scholarship of Teaching and Learning
Paulina Semenec - SoTL Facilitator, Institute for the Scholarship of Teaching and Learning, CTLT
* Kristen Walker, PhD - Instructor, Faculty of Land and Food Systems, Applied Biology Program
* Costanza Piccolo, PhD - Instructor, Faculty of Science, Department of Mathematics
* Tal Jarus, PhD - Professor, Faculty of Medicine, Occupational Science & Occupational Therapy
* George Belliveau, PhD - Professor, Faculty of Education, Department of Language & Literacy Education - UBC LLED
|
* [https://docs.google.com/presentation/d/1k3SUUO5R37rG6q7uQSTiUS1ABieGdozJSvB9iM41vt4/edit?usp=sharing Session Slide Deck]
* Felton, P. (2013) [https://www.jstor.org/stable/10.2979/teachlearninqu.1.1.121 Principles of Good Practices in SoTL] ''Teaching & Learning Inquiry: The ISSOTL Journal,'' ''1''(1), 121-125. doi:10.2979/teachlearninqu.1.1.121
* [http://isotl.ctlt.ubc.ca/ Institute for the Scholarship of Teaching and Learning]
|-
|August 23, 2:00 - 4:00 p.m.
|UBC Studios
|UBC Studios Tour and Info Session
|Michael Sider - Producer, UBC Studios
|
* [http://ubcstudios.ubc.ca/ UBC Studios]
|-
|'''August 27, 1:00 - 3:30 p.m.'''
|'''Seminar Room'''
|'''Working Effectively Together: TA-Instructor Working Relationships - Saving Everyone’s Time! (For TAs)'''
|'''Judy Chan, PhD - Faculty Associate/Faculty Liaison, Faculty of Land and Food Systems, CTLT'''
'''Shaya Golparian, PhD - Educational Developer: TA Development Programs'''
|
* [https://ctlt.ubc.ca/programs/graduate-student-ta-programs/?login CTLT Graduate Students and TA Programs]
|-
|'''August 27, 1:00 - 3:30 p.m.'''
|'''IKB Rm.156'''
|'''Working Effectively Together: TA-Instructor Working Relationships - Saving Everyone’s Time! (For Instructors)'''
|'''Judy Chan, PhD''' '''- Faculty Associate/Faculty Liaison, Faculty of Land and Food Systems, CTLT'''
'''Shaya Golparian, PhD''' '''- Educational Developer: TA Development Programs'''
|
* [https://ctlt.ubc.ca/programs/faculty-programs/ CTLT Faculty Programs]
|-
|August 28, 1:00 - 3:00 p.m.
|Seminar Room
|Introduction to Learning Analytics for Instructors
|Craig Thompson - Programmer Analyst, CTLT
|
* [https://learninganalytics.ubc.ca/?login Learning Analytics at UBC]
* <nowiki>https://faculty.canvas.ubc.ca/what-we-learn-from-canvas-analytics/</nowiki>
* <nowiki>https://dl.acm.org/citation.cfm?id=3170421</nowiki>
|-
|'''August 29, 1:00 - 3:00 p.m.'''
|'''Seminar Room'''
|'''Green Folder and Early Alert Orientation'''
|'''Brian Barth, Manager of Student Support Services'''
'''Diana Jung, MA - Health Promotion Specialist, Health Promotion and Education'''
|
* [[:File:EA Introdcution Presentation.pdf|Session Slide Deck]] (PDF)
* [https://wellbeing.ubc.ca/supporting-students-distress Green Folder]
* [https://facultystaff.students.ubc.ca/systems-tools/early-alert Early Alert]
|-
|September 4, 9:00 - 11:00 a.m.
|Chilcotin Room
|Creating Effective Rubrics to Help Students Learn and Save You Time
|Judy Chan, PhD - Faculty Associate/Faculty Liaison, Faculty of Land and Food Systems, CTLT
|
* [https://wiki.ubc.ca/File:Rubrics_CTLT_Summer_Institute_2019.pdf Session Slide Deck] (PDF)
* [https://wiki.ubc.ca/File:Rubrics_Analytic_Template_2019.docx Blank Analytic Rubric Template] (Word)
Sample Rubrics (Word) from Other Universities:
* [https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=9&ved=2ahUKEwjjyvus17bkAhXTl54KHX1AB90QFjAIegQICRAC&url=https%3A%2F%2Fwww.adelaide.edu.au%2Frsd%2Fexamples%2FAdaptation_lit_review_rubric_draft_2_26_Feb_2009._Provisional.doc&usg=AOvVaw2wwMQEFJpl_pBj7q99ERnH Lit Review, U of Adelaide: very comprehensive]
* [https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=22&ved=2ahUKEwj7rZDizrbkAhWLoJ4KHbXUCqMQFjAVegQIBhAC&url=http%3A%2F%2Fwww.lincoln.edu%2Fwpp%2Frubrics%2FSSBSRubrics.doc&usg=AOvVaw1wAORn_8pM1H4qGHc4mf8k Social Sciences, Lincoln University: multiple rubrics in word]
* [https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&ved=2ahUKEwjX_tri0LbkAhVGIDQIHSwRDu8QFjAAegQIABAC&url=http%3A%2F%2Fwww.vsm.sk%2FCurriculum%2Fevaluating%2Fexamplerubriccasestudy.doc&usg=AOvVaw36V54XUITFQVH1p3tcWvuB Case Studies Rubrics, Unknown Source: very comprehensive]
* [https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=11&ved=2ahUKEwjOpJTA0rbkAhURt54KHZ6XDpgQFjAKegQIABAC&url=http%3A%2F%2Fhplengr.engr.wisc.edu%2FRubric_Presentation.doc&usg=AOvVaw1TLvyRTseNLwp4IJAZcPit Oral Presentations, U of Wisconsin–Madison: a range of samples]
* [https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=12&ved=2ahUKEwjOpJTA0rbkAhURt54KHZ6XDpgQFjALegQIBBAC&url=https%3A%2F%2Fwww.jibc.ca%2Fsites%2Fdefault%2Ffiles%2Flibrary%2Ffiles%2FGroup_Presentation_Marking_Rubric.doc&usg=AOvVaw0bdr6Oq6WeZVRAyM8K8qe9 Oral Presentations, JIBC: Analytic]
* [https://labwrite.ncsu.edu/instructors/excelsheets.htm Laboratory Report, NC State U: Excel spreadsheets]
* [https://docs.google.com/document/d/1j0Rqm41FghBQf4BpQtVP4fIv0vkFEfpCNG8DtVqeh-A/edit?usp=sharing Judy's FNH 200: Community Interview, Wikipedia Editing, Team Work (google doc view)]
[https://www.lincoln.edu/sites/default/files/pdf/institutional-effectiveness/Assessment/Rubric%20for%20Rubrics.pdf Rubrics for Rubrics, Lincoln University (PDF)]
|-
|September 4, 11:30 a.m. - 1:30 p.m.
|Chilcotin Room
|Offering Effective Feedback
|Pamela Rogalski - Lecturer, Department of Civil Engineering and Department of Materials Engineering
Deb Chen, PhD - Educational Developer: Teaching and Learning Professional Development, CTLT
|
* [[:File:Offering Effective Feedback Workshop.pdf|Session Handout]]
* [http://www.emilywray.com/rise-model RISE Model for Feedback], developed by Emily Wray
* Images of participant generated response to discussion prompts ('''[[:File:Feedback Prompt 1.jpg|1]], [[:File:Feedback Prompt 2.jpg|2]], [[:File:Feedback Prompt 3.jpg|3]], [[:File:Feedback Prompt 4.jpg|4]], [[:File:Feedback Prompt 5.jpg|5]]''')
|-
|September 4, 2:00 - 4:00 p.m.
|Chilcotin Room
|The Professional Juggle: How to Manage Time, Work and Life
|Tiffany Potter, PhD - Professor of Teaching, Department of English Language and Literacy; CTLT Faculty Associate
Judy Chan, PhD - Faculty Associate/Faculty Liaison, Faculty of Land and Food Systems, CTLT
|
|-
|'''September 5, 9:00 - 11:00 a.m.'''
|'''Seminar Room'''
|'''Expand Your Repertoire of Questioning Techniques to Improve Student Learning'''
|'''John Pringle - Lecturer, Academic English Program (Applied Sciences), Vantage College'''
'''Isabeau Iqbal, PhD - Senior Educational Consultant: Educational Leadership, CTLT'''
|
* [[:File:2019 Questioning Strategies.pptx|Session Slide Deck]]
* [[:File:2019 Summer Institute Worksheet (Pringle & Iqbal).docx|Session Worksheet]]
* [https://1.cdn.edl.io/J0lkTcq5z4FLIFYTgF1gpWtfpNv862fAIQNaH7TCkZBQfTNG.pdf Session Handout]
|-
|'''September 5, 11:30 a.m. - 1:30 p.m.'''
|'''Seminar Room'''
|'''Preparing for and Leading Effective Discussions'''
|'''Jennifer Brown - PhD Candidate, Faculty of Pharmaceutical Sciences; Lead Facilitator, Graduate Programs, CTLT'''
|
|-
|'''September 5, 2:00 - 4:00 p.m.'''
|'''Seminar Room'''
|'''Teaching Large Classes'''
|'''James Charbonneau, PhD - Instructor, Department of Physics and Astronomy; CTLT Faculty Associate'''
'''Deb Chen, PhD - Educational Developer: Teaching and Learning Professional Development, CTLT'''
|
* [https://docs.google.com/presentation/d/16QengWj5GlbzphtdnW5fdlGnQpwEeqpS7wo5GiRc1x8/edit?usp=sharing Session Slide Deck]
* A LONG List of [https://www.usf.edu/atle/documents/handout-interactive-techniques.pdf Interactive Techniques]
* Open Resource on [http://teachtogether.tech/#title-block-header Teaching with Technology]
|-
|September 6, 11:30 a.m. - 1:30 p.m.
|Chilcotin Room
|"Never have I ever": The Pedagogy Edition with CTLT Faculty Associates
|Tiffany Potter, PhD - Senior Instructor, English
James Charbonneau, PhD - Instructor, Physics & Astronomy

Sathish Gopalakrishnan - Associate Professor, Electrical and Computer Engineering

Qian Wang, PhD. - Senior Instructor, Asian Studies

Andrew Owen, PhD - Instructor, Political Science

Siobhan McPhee, PhD - Senior Instructor, Geography
|'''CANCELLED'''!!!
|-
|September 6, 2:00 - 4:00 p.m.
|Chilcotin Room
|Creating Inclusive Science Classrooms: Student Voices
|Christine Goedhart, PhD - Science Education Specialist, Department of Botany and Skylight
Gülnur Birol, PhD - Director, Skylight

Karen Smith, MA - Lecturer, Department of Microbiology and Immunology, Faculty Lead, Student Diversity Initiative in Science
|
* Images of participant generated strategies ('''[[:File:Inclusive Strategies 1.jpg|1]], [[:File:Inclusive Strategies 2.jpg|2]], [[:File:Inclusive Strategies 3.jpg|3]], [[:File:Inclusive Strategies 4.jpg|4]]''')
* Image of participant generated response re: I[[:File:Institutional Support and Resources.jpg|nstitutional Support and Resources]]
* Dewsbury, B., & Brame, C.J. (2019). Inclusive Teaching. CBE-Life Science Education. 18:fe2, 1-5. doi: 10.1187/cbe.19-01-0021
* Salazar, M.d., Norton, A.S., & Tuitt, F.A. (2010). 12: Weaving Promising Practices For Inclusive Excellence Into The Higher Education Classroom. To Improve the Academy, 28: 208-226. doi:10.1002/j.2334-4822.2010.tb00604.x
|}
[[Category:TLPD]]
[[Category:CTLT Institute]]

Documentation:CTLT programs/CTLT Institute/2019 Summer

2019-09-06T22:59:50Z

DebChen: /* Institute Schedule & Curated Resources */

== Overview ==

The Summer Institute 2019 (August 19-23, August 27-29, and September 4-6) is an opportunity to network with UBC colleagues and to share practices, research, and experiences around teaching, learning, and technology. The program is designed with novice instructors in mind, with topics ranging from the fundamentals of teaching and learning to more advanced considerations around enhancing student learning and progressing in their own teaching careers. The sessions offer reflective space and practical advice to directly support your teaching and learning skills development.

== Call for Contributions ==
We [http://institute.ctlt.ubc.ca/summer-institute/summer-institute-call-for-contributions/ invite proposals] that will support new instructors and teaching assistants in preparing for and teaching their upcoming classes. The Summer Institute is a great opportunity to connect with new colleagues, share your experiences in navigating teaching and learning at UBC, and to build our collective capacity to enhance student learning and experiences.

In addition to the fundamentals (e.g., Navigating Your Role as an Instructor, Writing Effective Learning Objectives, Effective Lesson Planning, Assessment Strategies, and Writing a Learner-Centered Syllabus) that will be offered as part of the Summer Institute, we are looking for proposals that directly develop the capacity of new instructors and teaching assistants within the UBC context.

== Institute Facilitator Community Workshop ==

We are offering an 1.5 hour workshop, [https://events.ctlt.ubc.ca/events/the-opportunities-and-challenges-of-co-facilitation/ The Opportunities and Challenges of Co-Facilitation], (optional but highly encouraged) for all of our Summer Institute Facilitators on Thursday, July 25 from 1-2:30 p.m. This will be a great opportunity for you to connect with fellow Institute Facilitators and to learn from one another!

''"Co-facilitation is a dynamic working relationship between facilitators that support the group’s learning process. Join us to explore the opportunities and challenges of co-facilitation, discuss the structures and processes that enable effective co-facilitation, and reflect on your experiences and/or approaches to co-facilitation. You will leave this workshop with practical considerations for when you dance with your co-facilitator in supporting your participants’ learning as well as a mini-toolkit of co-facilitation best practices."''

== Institute Schedule & Curated Resources ==
{| class="wikitable"
|+
!Date and Time
!Location
!Session Title
!Facilitator(s)
!Relevant Workshop Resources and Materials
|-
|August 19, 9:00 - 11:00 a.m.
|Seminar Room
|Navigating Your Role as an Instructor
|kele fleming - Senior Associate Director, Teaching and Learning Professional Development, CTLT
Sheryda Warrener - Lecturer, Creative Writing Program

Deb Chen, PhD - Educational Developer: Teaching and Learning, CTLT
|
* [[:File:Welcome Session Slide Deck.pdf|Workshop Slide Deck]] (PDF)
* [http://tinyurl.com/y5p33qz9 Courage to Teach] by Parker Palmer
* [http://tinyurl.com/y3wekpsv Learner-Centred Teaching] by Maryellen Weimer
* [http://tinyurl.com/y2xh4rsb Potlatch as Pedagogy] by Sara F.Davidson and Robert Davidson
* [https://normaneng.org/teaching-college-book/ Teaching College] by Norman Eng
* CTLT [https://ctlt.ubc.ca/resources/new-faculty-orientation-guide/ New Faculty Orientation Guide]
* UBC [https://blogs.ubc.ca/edleadershipnetwork/ Educational Leadership Network]
|-
|August 19, 11:30 a.m. - 1:30 p.m.
|Seminar Room
|Introduction to Universal Design for Learning (UDL): A teacher's perspective
|Antoine Coulombe - Instructor, School of Social Work
|
* [[:File:UDL-Workshop2019-Shared.pptx|Workshop Slide Deck]] (PPT)
* Bracken, S., Novak, K., & Taylor & Francis eBooks A-Z. (2019). [https://www.routledge.com/Transforming-Higher-Education-Through-Universal-Design-for-Learning-An/Bracken-Novak/p/book/9780815354734 Transforming higher education through universal design for learning: An international perspective]. New York, NY; Abingdon, Oxon;: Routledge.
* [http://www.cast.org CAST]
|-
|August 19, 2:00 - 4:00 p.m.
|Seminar Room
|Framing Conversations with Distressed Students
|Diana Jung, MA - Health Promotion Specialist, Health Promotion and Education
Brian Barth, Manager of Student Support Services
|
* [[:File:Framing Conversations Workshop Faculty-CTLT Summer Institute.pdf|Session Slide Deck]] (PDF)
* [https://wellbeing.ubc.ca/supporting-students-distress Green Folder]
* UBC Mental Health Resource for Students: [http://www.studentcare.ca/rte/en/UniversityofBritishColumbiaAMSGSS_EmpowerMe_EmpowerMe Empower Me]
|-
|'''August 20, 9:00 - 11:00 a.m.'''
|Seminar Room
|'''Writing Effective Learning Objectives and Course Outcomes'''
|'''Qian Wang, PhD - Senior Instructor, Department of Asian Studies; CTLT Faculty Associate'''
'''Marie Krbavac - Educational Consultant: Learning Design, CTLT'''
|
* [https://drive.google.com/file/d/1TMjU0iclLiHu_rjikA9CHgVqtVkH6uTJ/view?usp=sharing Session Slide Deck] (PDF)
* [[:File:Ubc-course-syllabus-template.docx|UBC Optional Course Syllabus Template]]
* [https://www.bcit.ca/files/ltc/pdf/ja_learningoutcomes.pdf BCIT Writing Learning Objectives Resource]
|-
|'''August 20, 11:30 a.m. - 1:30 p.m.'''
|Seminar Room
|'''Can I Use This? Exploring Copyright & Working with Open Educational Resources'''
|'''Will Engle - Open Education Strategist, CTLT'''
'''Stephanie Savage - Scholarly Communications and Copyright Services Librarian, UBC Library'''
|
* [[:File:Can I Use This Copyright and OER Session Slides.pdf|Session Slide Deck]]
* Colvard, N., Watson, C. E., & Park, H. (2018). The Impact of Open Educational Resources on Various Student Success Metrics. International Journal of Teaching and Learning in Higher Education, 30(2), 262-276. Retrieved from http://www.isetl.org/ijtlhe
* Jhangiani, R. S., Pitt, R., Hendricks, C., Key, J., & Lalonde, C. (2016). Exploring faculty use of open educational resources at British Columbia post-secondary institutions. Victoria, BC: BCcampus.
*[http://open.ubc.ca Open UBC Site]
*[https://copyright.ubc.ca UBC Copyright Site]
|-
|'''August 20, 2:00 - 4:00 p.m.'''
|LSK 121
|'''Teaching with Data and Computation Using Jupyter Notebooks'''
|'''Patrick Walls, PhD - Instructor I, Department of Mathematics'''
|
* [https://syzygy.ca Syzygy] -- Jupyter notebooks hosted by [https://pims.math.ca PIMS]
* Official documentation:
** [https://jupyter.org Jupyter]
** [https://www.python.org Python]
** [https://pandas.pydata.org pandas]
* [https://jupyter4edu.github.io/jupyter-edu-book/ Teaching and Learning with Jupyter]
|-
|August 21, 9:00 - 11:00 a.m.
|Chilcotin Room
|Effective Lesson Planning
|Jonathan Verrett, PhD - Instructor I, Department of Chemical and Biological Engineering, Faculty of Applied Science; CTLT Faculty Associate
Matthew Coles, PhD - Science Education Specialists, Department of Mathematics & Skylight
|
* [https://bit.ly/CTLTLP Session Slide Deck]
* [https://ctlt.ubc.ca/programs/all-our-programs/instructional-skills-workshops/ Instructional Skills Workshop] for both Faculty and Graduate Students are offered by [https://ctlt.ubc.ca/ CTLT]
|-
|August 21, 11:30 a.m. - 1:30 p.m.
|Chilcotin Room
|Education for Connection and Purpose: Exploring the Values, Principles and Models of Community Engaged Learning
|Kyle Nelson - Community Engagement Officer, Centre for Community Engaged Learning
Neila Miled - Sessional Lecturer, Liu Scholar, PSI Scholar, and PhD Candidate, Centre for Culture, Identify and Education
|
* [[:File:2019 Summer Institute Values of CEL 2.0.pdf|Session Slide Deck]] (PDF)
* UBC [https://ccel.ubc.ca/ Centre for Community Engaged Learning]
* Grain, K.M. & Lund, D. (2016). The social justice turn in service-learning: Cultivating critical hope in a time of despair. Michigan Journal of Community Service Learning.
|-
|August 21, 2:00 - 3:30 p.m.
|Chilcotin Room
|Promoting Wellbeing for Ourselves and Our Students
|Levonne Abshire - Health Promotion Strategist, Health Promotion and Education
Melissa Baker, RD - Manager, Nutrition & Wellbeing, Student Housing and Hospitality Services, Faculty of Land and Food Systems

Jocelyn Micallef, MA - Educational Developer, SD&S, CTLT
|
* [[:File:2019-08-22 CTLT Summer Institute Wellbeing for Ourselves and Our Students.pdf|Session Slide Deck]] (PDF)
* [[:File:HWIP-Making the case for managers.pdf|Advocacy to Managers for Workplace Wellbeing Resource]]
* [https://wellbeing.ubc.ca/ UBC Wellbeing Initiative]
|-
|'''August 22, 9:00 - 11:00 a.m.'''
|Seminar Room
|'''Writing a Learner-Centered/Inclusive Syllabus'''
|'''Gail Hammond, PhD - Instructor, Faculty of Land and Food Systems'''
'''Susan Hampton - Educational Consultant: Process Design and Facilitation, CTLT'''
|
* [https://wiki.ubc.ca/File:2019_Learner-Centered_Syllabus-for_wiki.pdf Session Slide Deck]
* [[:File:Ubc-course-syllabus-template.docx|UBC Optional Course Syllabus Template]]
* [https://wiki.ubc.ca/File:Inclusive-syllabus-print.pdf Inclusive Syllabus handout]
* [https://wiki.ubc.ca/File:Resource_List_Learner_Centred_Inclusive_Syllabus.docx Resource list]
* [https://wiki.ubc.ca/File:19S-250-Syllabus-May_20.pdf Gail Hammond's syllabus example] (Food & Nutrition)
* [https://wiki.ubc.ca/File:Psyc-102-Syllabus-2017.18-Section-6-V1.pdf Catherine Rawn's syllabus example] (Psychology)
|-
|'''August 22, 11:30 a.m. - 1:30 p.m.'''
|Seminar Room
|'''Developing Classroom Guidelines: Thoughtful and Critical Approaches'''
|'''Erin Yun - Educational Consultant, Classroom and Campus Climate, CTLT'''
'''Hanae Tsukada, PhD - Educational Strategist, Student Diversity Initiative, CTLT'''
|
* [[:File:Developing Classroom Guidelines Thoughtful and Critical Approaches.pdf|Session Slide Deck]] (PDF)
* [https://inclusiveteaching.ctlt.ubc.ca/ Inclusive Teaching @ UBC]
* [http://indigenousinitiatives.ctlt.ubc.ca/ Indigenous Initiatives]
* [https://equity.ubc.ca/resources/gender-diversity/pronouns/ Pronouns] (UBC Equity & Inclusion Office)
* [https://padlet.com Padlet]
* [https://www.mentimeter.com Mentimeter]
|-
|'''August 22, 2:00 - 4:00 p.m.'''
|Seminar Room
|'''Working with TAs to Support Inclusive Teaching'''
|'''Hélène Frohard-Dourlent, PhD - Student Diversity Initiative, CTLT'''
'''Natasha Fox - Graduate Academic Assistant'''
|
* [https://carleton.ca/tasupport/2016/blog-nurturing-environment-engagement-inclusive-teaching-practice-challenges-teaching-assistants/ Blog post] by Carleton University
|-
|August 23, 9:00 - 11:00 a.m.
|Seminar Room
|Assessment Strategies
|Candice Rideout, PhD - Senior Instructor, Department of Food, Nutrition and Health; CTLT Faculty Associate
Lucas Wright - Senior Educational Consultant. CTLT
|
* [https://docs.google.com/presentation/d/1DI4Db-SIsZzYRGnYArz1eA0pIaYnhIy9lOo0Z_-FPjM/edit?usp=sharing Session Slide Deck]
* [[:File:Elements of effective assessments 23Aug2019 CTLT session.docx|Elements of Effective Assessment]] (DOC)
* Angelo, T. A., & Cross, K. P. (1993). [http://tinyurl.com/y3mmgy4d Classroom assessment techniques: A handbook for college teachers] (2nd ed.). San Francisco: Jossey-Bass Publishers.
* Rideout, C. A. (2018). [http://tinyurl.com/y3dxuot2 Students' choices and achievement in large undergraduate classes using a novel flexible assessment approach]. Assessment & Evaluation in Higher Education, 43(1), 68-78. doi:10.1080/02602938.2017.1294144
|-
|August 23, 11:30 a.m. - 1:00 p.m.
|Seminar Room
|Reviewing Peer Review at UBC
|Letitia Englund - UX/UI Analyst, CTLT
Manuel Dias - Educational Consultant: Learning Technologies, CTLT
|
* [https://docs.google.com/presentation/d/1Xpf9jg8DgOJ0KeOhW4Mx9RP1xjq4JlT8Icc24djOQrE/edit Session Slide Deck]
* [https://wiki.ubc.ca/images/e/ec/Student-peer-assessment-handout.docx Session Technology Handout]
* [https://docs.google.com/document/d/1n0-viTwfllaLv2kf6-tltFFQB7IsoVUkyFAL8faEQhY/edit Session Notes]
* Luxton-Reilly, A. (2009). A systematic review of tools that support peer assessment. Computer Science Education, 19(4), 209-232.
* Babik, D., Gehringer, E. F., Kidd, J., Pramudianto, F., & Tinapple, D. (2016). Probing the landscape: Toward a systematic taxonomy of online peer assessment systems in education.
* Purchase, H., & Hamer, J. (2018). Peer-review in practice: eight years of AropÃ¤. Assessment & Evaluation in Higher Education, 1-20.
|-
|August 23, 11:30 a.m. - 1:00 p.m.
|Chilcotin Room
|Immersive Learning: Challenges and Opportunities of 360-degree Video for Educational Media
|Michael Sider - Producer, UBC Studios
|
|-
|August 23, 1:30 - 3:30 p.m.
|Seminar Room
|Teaching as a Scholarly Activity: Getting Started with Research in the Classroom
|Deb Chen, PhD - Educational Developer: Teaching and Learning, CTLT; SoTL Facilitator, Institute for the Scholarship of Teaching and Learning
Paulina Semenec - SoTL Facilitator, Institute for the Scholarship of Teaching and Learning, CTLT
* Kristen Walker, PhD - Instructor, Faculty of Land and Food Systems, Applied Biology Program
* Costanza Piccolo, PhD - Instructor, Faculty of Science, Department of Mathematics
* Tal Jarus, PhD - Professor, Faculty of Medicine, Occupational Science & Occupational Therapy
* George Belliveau, PhD - Professor, Faculty of Education, Department of Language & Literacy Education - UBC LLED
|
* [https://docs.google.com/presentation/d/1k3SUUO5R37rG6q7uQSTiUS1ABieGdozJSvB9iM41vt4/edit?usp=sharing Session Slide Deck]
* Felton, P. (2013) [https://www.jstor.org/stable/10.2979/teachlearninqu.1.1.121 Principles of Good Practices in SoTL] ''Teaching & Learning Inquiry: The ISSOTL Journal,'' ''1''(1), 121-125. doi:10.2979/teachlearninqu.1.1.121
* [http://isotl.ctlt.ubc.ca/ Institute for the Scholarship of Teaching and Learning]
|-
|August 23, 2:00 - 4:00 p.m.
|UBC Studios
|UBC Studios Tour and Info Session
|Michael Sider - Producer, UBC Studios
|
* [http://ubcstudios.ubc.ca/ UBC Studios]
|-
|'''August 27, 1:00 - 3:30 p.m.'''
|'''Seminar Room'''
|'''Working Effectively Together: TA-Instructor Working Relationships - Saving Everyone’s Time! (For TAs)'''
|'''Judy Chan, PhD - Faculty Associate/Faculty Liaison, Faculty of Land and Food Systems, CTLT'''
'''Shaya Golparian, PhD - Educational Developer: TA Development Programs'''
|
* [https://ctlt.ubc.ca/programs/graduate-student-ta-programs/?login CTLT Graduate Students and TA Programs]
|-
|'''August 27, 1:00 - 3:30 p.m.'''
|'''IKB Rm.156'''
|'''Working Effectively Together: TA-Instructor Working Relationships - Saving Everyone’s Time! (For Instructors)'''
|'''Judy Chan, PhD''' '''- Faculty Associate/Faculty Liaison, Faculty of Land and Food Systems, CTLT'''
'''Shaya Golparian, PhD''' '''- Educational Developer: TA Development Programs'''
|
* [https://ctlt.ubc.ca/programs/faculty-programs/ CTLT Faculty Programs]
|-
|August 28, 1:00 - 3:00 p.m.
|Seminar Room
|Introduction to Learning Analytics for Instructors
|Craig Thompson - Programmer Analyst, CTLT
|
* [https://learninganalytics.ubc.ca/?login Learning Analytics at UBC]
* <nowiki>https://faculty.canvas.ubc.ca/what-we-learn-from-canvas-analytics/</nowiki>
* <nowiki>https://dl.acm.org/citation.cfm?id=3170421</nowiki>
|-
|'''August 29, 1:00 - 3:00 p.m.'''
|'''Seminar Room'''
|'''Green Folder and Early Alert Orientation'''
|'''Brian Barth, Manager of Student Support Services'''
'''Diana Jung, MA - Health Promotion Specialist, Health Promotion and Education'''
|
* [[:File:EA Introdcution Presentation.pdf|Session Slide Deck]] (PDF)
* [https://wellbeing.ubc.ca/supporting-students-distress Green Folder]
* [https://facultystaff.students.ubc.ca/systems-tools/early-alert Early Alert]
|-
|September 4, 9:00 - 11:00 a.m.
|Chilcotin Room
|Creating Effective Rubrics to Help Students Learn and Save You Time
|Judy Chan, PhD - Faculty Associate/Faculty Liaison, Faculty of Land and Food Systems, CTLT
|
* [https://wiki.ubc.ca/File:Rubrics_CTLT_Summer_Institute_2019.pdf Session Slide Deck] (PDF)
* [https://wiki.ubc.ca/File:Rubrics_Analytic_Template_2019.docx Blank Analytic Rubric Template] (Word)
Sample Rubrics (Word) from Other Universities:
* [https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=9&ved=2ahUKEwjjyvus17bkAhXTl54KHX1AB90QFjAIegQICRAC&url=https%3A%2F%2Fwww.adelaide.edu.au%2Frsd%2Fexamples%2FAdaptation_lit_review_rubric_draft_2_26_Feb_2009._Provisional.doc&usg=AOvVaw2wwMQEFJpl_pBj7q99ERnH Lit Review, U of Adelaide: very comprehensive]
* [https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=22&ved=2ahUKEwj7rZDizrbkAhWLoJ4KHbXUCqMQFjAVegQIBhAC&url=http%3A%2F%2Fwww.lincoln.edu%2Fwpp%2Frubrics%2FSSBSRubrics.doc&usg=AOvVaw1wAORn_8pM1H4qGHc4mf8k Social Sciences, Lincoln University: multiple rubrics in word]
* [https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&ved=2ahUKEwjX_tri0LbkAhVGIDQIHSwRDu8QFjAAegQIABAC&url=http%3A%2F%2Fwww.vsm.sk%2FCurriculum%2Fevaluating%2Fexamplerubriccasestudy.doc&usg=AOvVaw36V54XUITFQVH1p3tcWvuB Case Studies Rubrics, Unknown Source: very comprehensive]
* [https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=11&ved=2ahUKEwjOpJTA0rbkAhURt54KHZ6XDpgQFjAKegQIABAC&url=http%3A%2F%2Fhplengr.engr.wisc.edu%2FRubric_Presentation.doc&usg=AOvVaw1TLvyRTseNLwp4IJAZcPit Oral Presentations, U of Wisconsin–Madison: a range of samples]
* [https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=12&ved=2ahUKEwjOpJTA0rbkAhURt54KHZ6XDpgQFjALegQIBBAC&url=https%3A%2F%2Fwww.jibc.ca%2Fsites%2Fdefault%2Ffiles%2Flibrary%2Ffiles%2FGroup_Presentation_Marking_Rubric.doc&usg=AOvVaw0bdr6Oq6WeZVRAyM8K8qe9 Oral Presentations, JIBC: Analytic]
* [https://labwrite.ncsu.edu/instructors/excelsheets.htm Laboratory Report, NC State U: Excel spreadsheets]
* [https://docs.google.com/document/d/1j0Rqm41FghBQf4BpQtVP4fIv0vkFEfpCNG8DtVqeh-A/edit?usp=sharing Judy's FNH 200: Community Interview, Wikipedia Editing, Team Work (google doc view)]
[https://www.lincoln.edu/sites/default/files/pdf/institutional-effectiveness/Assessment/Rubric%20for%20Rubrics.pdf Rubrics for Rubrics, Lincoln University (PDF)]
|-
|September 4, 11:30 a.m. - 1:30 p.m.
|Chilcotin Room
|Offering Effective Feedback
|Pamela Rogalski - Lecturer, Department of Civil Engineering and Department of Materials Engineering
Deb Chen, PhD - Educational Developer: Teaching and Learning Professional Development, CTLT
|
* [[:File:Offering Effective Feedback Workshop.pdf|Session Handout]]
* [http://www.emilywray.com/rise-model RISE Model for Feedback], developed by Emily Wray
* Images of participant generated response to discussion prompts ('''[[:File:Feedback Prompt 1.jpg|1]], [[:File:Feedback Prompt 2.jpg|2]], [[:File:Feedback Prompt 3.jpg|3]], [[:File:Feedback Prompt 4.jpg|4]], [[:File:Feedback Prompt 5.jpg|5]]''')
|-
|September 4, 2:00 - 4:00 p.m.
|Chilcotin Room
|The Professional Juggle: How to Manage Time, Work and Life
|Tiffany Potter, PhD - Professor of Teaching, Department of English Language and Literacy; CTLT Faculty Associate
Judy Chan, PhD - Faculty Associate/Faculty Liaison, Faculty of Land and Food Systems, CTLT
|
|-
|'''September 5, 9:00 - 11:00 a.m.'''
|'''Seminar Room'''
|'''Expand Your Repertoire of Questioning Techniques to Improve Student Learning'''
|'''John Pringle - Lecturer, Academic English Program (Applied Sciences), Vantage College'''
'''Isabeau Iqbal, PhD - Senior Educational Consultant: Educational Leadership, CTLT'''
|
* [[:File:2019 Questioning Strategies.pptx|Session Slide Deck]]
* [[:File:2019 Summer Institute Worksheet (Pringle & Iqbal).docx|Session Worksheet]]
* [https://1.cdn.edl.io/J0lkTcq5z4FLIFYTgF1gpWtfpNv862fAIQNaH7TCkZBQfTNG.pdf Session Handout]
|-
|'''September 5, 11:30 a.m. - 1:30 p.m.'''
|'''Seminar Room'''
|'''Preparing for and Leading Effective Discussions'''
|'''Jennifer Brown - PhD Candidate, Faculty of Pharmaceutical Sciences; Lead Facilitator, Graduate Programs, CTLT'''
|
|-
|'''September 5, 2:00 - 4:00 p.m.'''
|'''Seminar Room'''
|'''Teaching Large Classes'''
|'''James Charbonneau, PhD - Instructor, Department of Physics and Astronomy; CTLT Faculty Associate'''
'''Deb Chen, PhD - Educational Developer: Teaching and Learning Professional Development, CTLT'''
|
* A LONG List of [https://www.usf.edu/atle/documents/handout-interactive-techniques.pdf Interactive Techniques]
* Open Resource on [http://teachtogether.tech/#title-block-header Teaching with Technology]
|-
|September 6, 11:30 a.m. - 1:30 p.m.
|Chilcotin Room
|"Never have I ever": The Pedagogy Edition with CTLT Faculty Associates
|Tiffany Potter, PhD - Senior Instructor, English
James Charbonneau, PhD - Instructor, Physics & Astronomy

Sathish Gopalakrishnan - Associate Professor, Electrical and Computer Engineering

Qian Wang, PhD. - Senior Instructor, Asian Studies

Andrew Owen, PhD - Instructor, Political Science

Siobhan McPhee, PhD - Senior Instructor, Geography
|'''CANCELLED'''!!!
|-
|September 6, 2:00 - 4:00 p.m.
|Chilcotin Room
|Creating Inclusive Science Classrooms: Student Voices
|Christine Goedhart, PhD - Science Education Specialist, Department of Botany and Skylight
Gülnur Birol, PhD - Director, Skylight

Karen Smith, MA - Lecturer, Department of Microbiology and Immunology, Faculty Lead, Student Diversity Initiative in Science
|
* Images of participant generated strategies ('''[[:File:Inclusive Strategies 1.jpg|1]], [[:File:Inclusive Strategies 2.jpg|2]], [[:File:Inclusive Strategies 3.jpg|3]], [[:File:Inclusive Strategies 4.jpg|4]]''')
* Image of participant generated response re: I[[:File:Institutional Support and Resources.jpg|nstitutional Support and Resources]]
* Dewsbury, B., & Brame, C.J. (2019). Inclusive Teaching. CBE-Life Science Education. 18:fe2, 1-5. doi: 10.1187/cbe.19-01-0021
* Salazar, M.d., Norton, A.S., & Tuitt, F.A. (2010). 12: Weaving Promising Practices For Inclusive Excellence Into The Higher Education Classroom. To Improve the Academy, 28: 208-226. doi:10.1002/j.2334-4822.2010.tb00604.x
|}
[[Category:TLPD]]
[[Category:CTLT Institute]]

File:Institutional Support and Resources.jpg

2019-09-06T22:59:16Z

DebChen: User created page with UploadWizard

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|date=2019-09-06
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[[Category:CTLT Institute]]

Documentation:CTLT programs/CTLT Institute/2019 Summer

2019-09-06T22:53:06Z

DebChen: /* Institute Schedule & Curated Resources */

== Overview ==

The Summer Institute 2019 (August 19-23, August 27-29, and September 4-6) is an opportunity to network with UBC colleagues and to share practices, research, and experiences around teaching, learning, and technology. The program is designed with novice instructors in mind, with topics ranging from the fundamentals of teaching and learning to more advanced considerations around enhancing student learning and progressing in their own teaching careers. The sessions offer reflective space and practical advice to directly support your teaching and learning skills development.

== Call for Contributions ==
We [http://institute.ctlt.ubc.ca/summer-institute/summer-institute-call-for-contributions/ invite proposals] that will support new instructors and teaching assistants in preparing for and teaching their upcoming classes. The Summer Institute is a great opportunity to connect with new colleagues, share your experiences in navigating teaching and learning at UBC, and to build our collective capacity to enhance student learning and experiences.

In addition to the fundamentals (e.g., Navigating Your Role as an Instructor, Writing Effective Learning Objectives, Effective Lesson Planning, Assessment Strategies, and Writing a Learner-Centered Syllabus) that will be offered as part of the Summer Institute, we are looking for proposals that directly develop the capacity of new instructors and teaching assistants within the UBC context.

== Institute Facilitator Community Workshop ==

We are offering an 1.5 hour workshop, [https://events.ctlt.ubc.ca/events/the-opportunities-and-challenges-of-co-facilitation/ The Opportunities and Challenges of Co-Facilitation], (optional but highly encouraged) for all of our Summer Institute Facilitators on Thursday, July 25 from 1-2:30 p.m. This will be a great opportunity for you to connect with fellow Institute Facilitators and to learn from one another!

''"Co-facilitation is a dynamic working relationship between facilitators that support the group’s learning process. Join us to explore the opportunities and challenges of co-facilitation, discuss the structures and processes that enable effective co-facilitation, and reflect on your experiences and/or approaches to co-facilitation. You will leave this workshop with practical considerations for when you dance with your co-facilitator in supporting your participants’ learning as well as a mini-toolkit of co-facilitation best practices."''

== Institute Schedule & Curated Resources ==
{| class="wikitable"
|+
!Date and Time
!Location
!Session Title
!Facilitator(s)
!Relevant Workshop Resources and Materials
|-
|August 19, 9:00 - 11:00 a.m.
|Seminar Room
|Navigating Your Role as an Instructor
|kele fleming - Senior Associate Director, Teaching and Learning Professional Development, CTLT
Sheryda Warrener - Lecturer, Creative Writing Program

Deb Chen, PhD - Educational Developer: Teaching and Learning, CTLT
|
* [[:File:Welcome Session Slide Deck.pdf|Workshop Slide Deck]] (PDF)
* [http://tinyurl.com/y5p33qz9 Courage to Teach] by Parker Palmer
* [http://tinyurl.com/y3wekpsv Learner-Centred Teaching] by Maryellen Weimer
* [http://tinyurl.com/y2xh4rsb Potlatch as Pedagogy] by Sara F.Davidson and Robert Davidson
* [https://normaneng.org/teaching-college-book/ Teaching College] by Norman Eng
* CTLT [https://ctlt.ubc.ca/resources/new-faculty-orientation-guide/ New Faculty Orientation Guide]
* UBC [https://blogs.ubc.ca/edleadershipnetwork/ Educational Leadership Network]
|-
|August 19, 11:30 a.m. - 1:30 p.m.
|Seminar Room
|Introduction to Universal Design for Learning (UDL): A teacher's perspective
|Antoine Coulombe - Instructor, School of Social Work
|
* [[:File:UDL-Workshop2019-Shared.pptx|Workshop Slide Deck]] (PPT)
* Bracken, S., Novak, K., & Taylor & Francis eBooks A-Z. (2019). [https://www.routledge.com/Transforming-Higher-Education-Through-Universal-Design-for-Learning-An/Bracken-Novak/p/book/9780815354734 Transforming higher education through universal design for learning: An international perspective]. New York, NY; Abingdon, Oxon;: Routledge.
* [http://www.cast.org CAST]
|-
|August 19, 2:00 - 4:00 p.m.
|Seminar Room
|Framing Conversations with Distressed Students
|Diana Jung, MA - Health Promotion Specialist, Health Promotion and Education
Brian Barth, Manager of Student Support Services
|
* [[:File:Framing Conversations Workshop Faculty-CTLT Summer Institute.pdf|Session Slide Deck]] (PDF)
* [https://wellbeing.ubc.ca/supporting-students-distress Green Folder]
* UBC Mental Health Resource for Students: [http://www.studentcare.ca/rte/en/UniversityofBritishColumbiaAMSGSS_EmpowerMe_EmpowerMe Empower Me]
|-
|'''August 20, 9:00 - 11:00 a.m.'''
|Seminar Room
|'''Writing Effective Learning Objectives and Course Outcomes'''
|'''Qian Wang, PhD - Senior Instructor, Department of Asian Studies; CTLT Faculty Associate'''
'''Marie Krbavac - Educational Consultant: Learning Design, CTLT'''
|
* [https://drive.google.com/file/d/1TMjU0iclLiHu_rjikA9CHgVqtVkH6uTJ/view?usp=sharing Session Slide Deck] (PDF)
* [[:File:Ubc-course-syllabus-template.docx|UBC Optional Course Syllabus Template]]
* [https://www.bcit.ca/files/ltc/pdf/ja_learningoutcomes.pdf BCIT Writing Learning Objectives Resource]
|-
|'''August 20, 11:30 a.m. - 1:30 p.m.'''
|Seminar Room
|'''Can I Use This? Exploring Copyright & Working with Open Educational Resources'''
|'''Will Engle - Open Education Strategist, CTLT'''
'''Stephanie Savage - Scholarly Communications and Copyright Services Librarian, UBC Library'''
|
* [[:File:Can I Use This Copyright and OER Session Slides.pdf|Session Slide Deck]]
* Colvard, N., Watson, C. E., & Park, H. (2018). The Impact of Open Educational Resources on Various Student Success Metrics. International Journal of Teaching and Learning in Higher Education, 30(2), 262-276. Retrieved from http://www.isetl.org/ijtlhe
* Jhangiani, R. S., Pitt, R., Hendricks, C., Key, J., & Lalonde, C. (2016). Exploring faculty use of open educational resources at British Columbia post-secondary institutions. Victoria, BC: BCcampus.
*[http://open.ubc.ca Open UBC Site]
*[https://copyright.ubc.ca UBC Copyright Site]
|-
|'''August 20, 2:00 - 4:00 p.m.'''
|LSK 121
|'''Teaching with Data and Computation Using Jupyter Notebooks'''
|'''Patrick Walls, PhD - Instructor I, Department of Mathematics'''
|
* [https://syzygy.ca Syzygy] -- Jupyter notebooks hosted by [https://pims.math.ca PIMS]
* Official documentation:
** [https://jupyter.org Jupyter]
** [https://www.python.org Python]
** [https://pandas.pydata.org pandas]
* [https://jupyter4edu.github.io/jupyter-edu-book/ Teaching and Learning with Jupyter]
|-
|August 21, 9:00 - 11:00 a.m.
|Chilcotin Room
|Effective Lesson Planning
|Jonathan Verrett, PhD - Instructor I, Department of Chemical and Biological Engineering, Faculty of Applied Science; CTLT Faculty Associate
Matthew Coles, PhD - Science Education Specialists, Department of Mathematics & Skylight
|
* [https://bit.ly/CTLTLP Session Slide Deck]
* [https://ctlt.ubc.ca/programs/all-our-programs/instructional-skills-workshops/ Instructional Skills Workshop] for both Faculty and Graduate Students are offered by [https://ctlt.ubc.ca/ CTLT]
|-
|August 21, 11:30 a.m. - 1:30 p.m.
|Chilcotin Room
|Education for Connection and Purpose: Exploring the Values, Principles and Models of Community Engaged Learning
|Kyle Nelson - Community Engagement Officer, Centre for Community Engaged Learning
Neila Miled - Sessional Lecturer, Liu Scholar, PSI Scholar, and PhD Candidate, Centre for Culture, Identify and Education
|
* [[:File:2019 Summer Institute Values of CEL 2.0.pdf|Session Slide Deck]] (PDF)
* UBC [https://ccel.ubc.ca/ Centre for Community Engaged Learning]
* Grain, K.M. & Lund, D. (2016). The social justice turn in service-learning: Cultivating critical hope in a time of despair. Michigan Journal of Community Service Learning.
|-
|August 21, 2:00 - 3:30 p.m.
|Chilcotin Room
|Promoting Wellbeing for Ourselves and Our Students
|Levonne Abshire - Health Promotion Strategist, Health Promotion and Education
Melissa Baker, RD - Manager, Nutrition & Wellbeing, Student Housing and Hospitality Services, Faculty of Land and Food Systems

Jocelyn Micallef, MA - Educational Developer, SD&S, CTLT
|
* [[:File:2019-08-22 CTLT Summer Institute Wellbeing for Ourselves and Our Students.pdf|Session Slide Deck]] (PDF)
* [[:File:HWIP-Making the case for managers.pdf|Advocacy to Managers for Workplace Wellbeing Resource]]
* [https://wellbeing.ubc.ca/ UBC Wellbeing Initiative]
|-
|'''August 22, 9:00 - 11:00 a.m.'''
|Seminar Room
|'''Writing a Learner-Centered/Inclusive Syllabus'''
|'''Gail Hammond, PhD - Instructor, Faculty of Land and Food Systems'''
'''Susan Hampton - Educational Consultant: Process Design and Facilitation, CTLT'''
|
* [https://wiki.ubc.ca/File:2019_Learner-Centered_Syllabus-for_wiki.pdf Session Slide Deck]
* [[:File:Ubc-course-syllabus-template.docx|UBC Optional Course Syllabus Template]]
* [https://wiki.ubc.ca/File:Inclusive-syllabus-print.pdf Inclusive Syllabus handout]
* [https://wiki.ubc.ca/File:Resource_List_Learner_Centred_Inclusive_Syllabus.docx Resource list]
* [https://wiki.ubc.ca/File:19S-250-Syllabus-May_20.pdf Gail Hammond's syllabus example] (Food & Nutrition)
* [https://wiki.ubc.ca/File:Psyc-102-Syllabus-2017.18-Section-6-V1.pdf Catherine Rawn's syllabus example] (Psychology)
|-
|'''August 22, 11:30 a.m. - 1:30 p.m.'''
|Seminar Room
|'''Developing Classroom Guidelines: Thoughtful and Critical Approaches'''
|'''Erin Yun - Educational Consultant, Classroom and Campus Climate, CTLT'''
'''Hanae Tsukada, PhD - Educational Strategist, Student Diversity Initiative, CTLT'''
|
* [[:File:Developing Classroom Guidelines Thoughtful and Critical Approaches.pdf|Session Slide Deck]] (PDF)
* [https://inclusiveteaching.ctlt.ubc.ca/ Inclusive Teaching @ UBC]
* [http://indigenousinitiatives.ctlt.ubc.ca/ Indigenous Initiatives]
* [https://equity.ubc.ca/resources/gender-diversity/pronouns/ Pronouns] (UBC Equity & Inclusion Office)
* [https://padlet.com Padlet]
* [https://www.mentimeter.com Mentimeter]
|-
|'''August 22, 2:00 - 4:00 p.m.'''
|Seminar Room
|'''Working with TAs to Support Inclusive Teaching'''
|'''Hélène Frohard-Dourlent, PhD - Student Diversity Initiative, CTLT'''
'''Natasha Fox - Graduate Academic Assistant'''
|
* [https://carleton.ca/tasupport/2016/blog-nurturing-environment-engagement-inclusive-teaching-practice-challenges-teaching-assistants/ Blog post] by Carleton University
|-
|August 23, 9:00 - 11:00 a.m.
|Seminar Room
|Assessment Strategies
|Candice Rideout, PhD - Senior Instructor, Department of Food, Nutrition and Health; CTLT Faculty Associate
Lucas Wright - Senior Educational Consultant. CTLT
|
* [https://docs.google.com/presentation/d/1DI4Db-SIsZzYRGnYArz1eA0pIaYnhIy9lOo0Z_-FPjM/edit?usp=sharing Session Slide Deck]
* [[:File:Elements of effective assessments 23Aug2019 CTLT session.docx|Elements of Effective Assessment]] (DOC)
* Angelo, T. A., & Cross, K. P. (1993). [http://tinyurl.com/y3mmgy4d Classroom assessment techniques: A handbook for college teachers] (2nd ed.). San Francisco: Jossey-Bass Publishers.
* Rideout, C. A. (2018). [http://tinyurl.com/y3dxuot2 Students' choices and achievement in large undergraduate classes using a novel flexible assessment approach]. Assessment & Evaluation in Higher Education, 43(1), 68-78. doi:10.1080/02602938.2017.1294144
|-
|August 23, 11:30 a.m. - 1:00 p.m.
|Seminar Room
|Reviewing Peer Review at UBC
|Letitia Englund - UX/UI Analyst, CTLT
Manuel Dias - Educational Consultant: Learning Technologies, CTLT
|
* [https://docs.google.com/presentation/d/1Xpf9jg8DgOJ0KeOhW4Mx9RP1xjq4JlT8Icc24djOQrE/edit Session Slide Deck]
* [https://wiki.ubc.ca/images/e/ec/Student-peer-assessment-handout.docx Session Technology Handout]
* [https://docs.google.com/document/d/1n0-viTwfllaLv2kf6-tltFFQB7IsoVUkyFAL8faEQhY/edit Session Notes]
* Luxton-Reilly, A. (2009). A systematic review of tools that support peer assessment. Computer Science Education, 19(4), 209-232.
* Babik, D., Gehringer, E. F., Kidd, J., Pramudianto, F., & Tinapple, D. (2016). Probing the landscape: Toward a systematic taxonomy of online peer assessment systems in education.
* Purchase, H., & Hamer, J. (2018). Peer-review in practice: eight years of AropÃ¤. Assessment & Evaluation in Higher Education, 1-20.
|-
|August 23, 11:30 a.m. - 1:00 p.m.
|Chilcotin Room
|Immersive Learning: Challenges and Opportunities of 360-degree Video for Educational Media
|Michael Sider - Producer, UBC Studios
|
|-
|August 23, 1:30 - 3:30 p.m.
|Seminar Room
|Teaching as a Scholarly Activity: Getting Started with Research in the Classroom
|Deb Chen, PhD - Educational Developer: Teaching and Learning, CTLT; SoTL Facilitator, Institute for the Scholarship of Teaching and Learning
Paulina Semenec - SoTL Facilitator, Institute for the Scholarship of Teaching and Learning, CTLT
* Kristen Walker, PhD - Instructor, Faculty of Land and Food Systems, Applied Biology Program
* Costanza Piccolo, PhD - Instructor, Faculty of Science, Department of Mathematics
* Tal Jarus, PhD - Professor, Faculty of Medicine, Occupational Science & Occupational Therapy
* George Belliveau, PhD - Professor, Faculty of Education, Department of Language & Literacy Education - UBC LLED
|
* [https://docs.google.com/presentation/d/1k3SUUO5R37rG6q7uQSTiUS1ABieGdozJSvB9iM41vt4/edit?usp=sharing Session Slide Deck]
* Felton, P. (2013) [https://www.jstor.org/stable/10.2979/teachlearninqu.1.1.121 Principles of Good Practices in SoTL] ''Teaching & Learning Inquiry: The ISSOTL Journal,'' ''1''(1), 121-125. doi:10.2979/teachlearninqu.1.1.121
* [http://isotl.ctlt.ubc.ca/ Institute for the Scholarship of Teaching and Learning]
|-
|August 23, 2:00 - 4:00 p.m.
|UBC Studios
|UBC Studios Tour and Info Session
|Michael Sider - Producer, UBC Studios
|
* [http://ubcstudios.ubc.ca/ UBC Studios]
|-
|'''August 27, 1:00 - 3:30 p.m.'''
|'''Seminar Room'''
|'''Working Effectively Together: TA-Instructor Working Relationships - Saving Everyone’s Time! (For TAs)'''
|'''Judy Chan, PhD - Faculty Associate/Faculty Liaison, Faculty of Land and Food Systems, CTLT'''
'''Shaya Golparian, PhD - Educational Developer: TA Development Programs'''
|
* [https://ctlt.ubc.ca/programs/graduate-student-ta-programs/?login CTLT Graduate Students and TA Programs]
|-
|'''August 27, 1:00 - 3:30 p.m.'''
|'''IKB Rm.156'''
|'''Working Effectively Together: TA-Instructor Working Relationships - Saving Everyone’s Time! (For Instructors)'''
|'''Judy Chan, PhD''' '''- Faculty Associate/Faculty Liaison, Faculty of Land and Food Systems, CTLT'''
'''Shaya Golparian, PhD''' '''- Educational Developer: TA Development Programs'''
|
* [https://ctlt.ubc.ca/programs/faculty-programs/ CTLT Faculty Programs]
|-
|August 28, 1:00 - 3:00 p.m.
|Seminar Room
|Introduction to Learning Analytics for Instructors
|Craig Thompson - Programmer Analyst, CTLT
|
* [https://learninganalytics.ubc.ca/?login Learning Analytics at UBC]
* <nowiki>https://faculty.canvas.ubc.ca/what-we-learn-from-canvas-analytics/</nowiki>
* <nowiki>https://dl.acm.org/citation.cfm?id=3170421</nowiki>
|-
|'''August 29, 1:00 - 3:00 p.m.'''
|'''Seminar Room'''
|'''Green Folder and Early Alert Orientation'''
|'''Brian Barth, Manager of Student Support Services'''
'''Diana Jung, MA - Health Promotion Specialist, Health Promotion and Education'''
|
* [[:File:EA Introdcution Presentation.pdf|Session Slide Deck]] (PDF)
* [https://wellbeing.ubc.ca/supporting-students-distress Green Folder]
* [https://facultystaff.students.ubc.ca/systems-tools/early-alert Early Alert]
|-
|September 4, 9:00 - 11:00 a.m.
|Chilcotin Room
|Creating Effective Rubrics to Help Students Learn and Save You Time
|Judy Chan, PhD - Faculty Associate/Faculty Liaison, Faculty of Land and Food Systems, CTLT
|
* [https://wiki.ubc.ca/File:Rubrics_CTLT_Summer_Institute_2019.pdf Session Slide Deck] (PDF)
* [https://wiki.ubc.ca/File:Rubrics_Analytic_Template_2019.docx Blank Analytic Rubric Template] (Word)
Sample Rubrics (Word) from Other Universities:
* [https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=9&ved=2ahUKEwjjyvus17bkAhXTl54KHX1AB90QFjAIegQICRAC&url=https%3A%2F%2Fwww.adelaide.edu.au%2Frsd%2Fexamples%2FAdaptation_lit_review_rubric_draft_2_26_Feb_2009._Provisional.doc&usg=AOvVaw2wwMQEFJpl_pBj7q99ERnH Lit Review, U of Adelaide: very comprehensive]
* [https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=22&ved=2ahUKEwj7rZDizrbkAhWLoJ4KHbXUCqMQFjAVegQIBhAC&url=http%3A%2F%2Fwww.lincoln.edu%2Fwpp%2Frubrics%2FSSBSRubrics.doc&usg=AOvVaw1wAORn_8pM1H4qGHc4mf8k Social Sciences, Lincoln University: multiple rubrics in word]
* [https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&ved=2ahUKEwjX_tri0LbkAhVGIDQIHSwRDu8QFjAAegQIABAC&url=http%3A%2F%2Fwww.vsm.sk%2FCurriculum%2Fevaluating%2Fexamplerubriccasestudy.doc&usg=AOvVaw36V54XUITFQVH1p3tcWvuB Case Studies Rubrics, Unknown Source: very comprehensive]
* [https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=11&ved=2ahUKEwjOpJTA0rbkAhURt54KHZ6XDpgQFjAKegQIABAC&url=http%3A%2F%2Fhplengr.engr.wisc.edu%2FRubric_Presentation.doc&usg=AOvVaw1TLvyRTseNLwp4IJAZcPit Oral Presentations, U of Wisconsin–Madison: a range of samples]
* [https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=12&ved=2ahUKEwjOpJTA0rbkAhURt54KHZ6XDpgQFjALegQIBBAC&url=https%3A%2F%2Fwww.jibc.ca%2Fsites%2Fdefault%2Ffiles%2Flibrary%2Ffiles%2FGroup_Presentation_Marking_Rubric.doc&usg=AOvVaw0bdr6Oq6WeZVRAyM8K8qe9 Oral Presentations, JIBC: Analytic]
* [https://labwrite.ncsu.edu/instructors/excelsheets.htm Laboratory Report, NC State U: Excel spreadsheets]
* [https://docs.google.com/document/d/1j0Rqm41FghBQf4BpQtVP4fIv0vkFEfpCNG8DtVqeh-A/edit?usp=sharing Judy's FNH 200: Community Interview, Wikipedia Editing, Team Work (google doc view)]
[https://www.lincoln.edu/sites/default/files/pdf/institutional-effectiveness/Assessment/Rubric%20for%20Rubrics.pdf Rubrics for Rubrics, Lincoln University (PDF)]
|-
|September 4, 11:30 a.m. - 1:30 p.m.
|Chilcotin Room
|Offering Effective Feedback
|Pamela Rogalski - Lecturer, Department of Civil Engineering and Department of Materials Engineering
Deb Chen, PhD - Educational Developer: Teaching and Learning Professional Development, CTLT
|
* [[:File:Offering Effective Feedback Workshop.pdf|Session Handout]]
* [http://www.emilywray.com/rise-model RISE Model for Feedback], developed by Emily Wray
* Images of participant generated response to discussion prompts ('''[[:File:Feedback Prompt 1.jpg|1]], [[:File:Feedback Prompt 2.jpg|2]], [[:File:Feedback Prompt 3.jpg|3]], [[:File:Feedback Prompt 4.jpg|4]], [[:File:Feedback Prompt 5.jpg|5]]''')
|-
|September 4, 2:00 - 4:00 p.m.
|Chilcotin Room
|The Professional Juggle: How to Manage Time, Work and Life
|Tiffany Potter, PhD - Professor of Teaching, Department of English Language and Literacy; CTLT Faculty Associate
Judy Chan, PhD - Faculty Associate/Faculty Liaison, Faculty of Land and Food Systems, CTLT
|
|-
|'''September 5, 9:00 - 11:00 a.m.'''
|'''Seminar Room'''
|'''Expand Your Repertoire of Questioning Techniques to Improve Student Learning'''
|'''John Pringle - Lecturer, Academic English Program (Applied Sciences), Vantage College'''
'''Isabeau Iqbal, PhD - Senior Educational Consultant: Educational Leadership, CTLT'''
|
* [[:File:2019 Questioning Strategies.pptx|Session Slide Deck]]
* [[:File:2019 Summer Institute Worksheet (Pringle & Iqbal).docx|Session Worksheet]]
* [https://1.cdn.edl.io/J0lkTcq5z4FLIFYTgF1gpWtfpNv862fAIQNaH7TCkZBQfTNG.pdf Session Handout]
|-
|'''September 5, 11:30 a.m. - 1:30 p.m.'''
|'''Seminar Room'''
|'''Preparing for and Leading Effective Discussions'''
|'''Jennifer Brown - PhD Candidate, Faculty of Pharmaceutical Sciences; Lead Facilitator, Graduate Programs, CTLT'''
|
|-
|'''September 5, 2:00 - 4:00 p.m.'''
|'''Seminar Room'''
|'''Teaching Large Classes'''
|'''James Charbonneau, PhD - Instructor, Department of Physics and Astronomy; CTLT Faculty Associate'''
'''Deb Chen, PhD - Educational Developer: Teaching and Learning Professional Development, CTLT'''
|
* A LONG List of [https://www.usf.edu/atle/documents/handout-interactive-techniques.pdf Interactive Techniques]
* Open Resource on [http://teachtogether.tech/#title-block-header Teaching with Technology]
|-
|September 6, 11:30 a.m. - 1:30 p.m.
|Chilcotin Room
|"Never have I ever": The Pedagogy Edition with CTLT Faculty Associates
|Tiffany Potter, PhD - Senior Instructor, English
James Charbonneau, PhD - Instructor, Physics & Astronomy

Sathish Gopalakrishnan - Associate Professor, Electrical and Computer Engineering

Qian Wang, PhD. - Senior Instructor, Asian Studies

Andrew Owen, PhD - Instructor, Political Science

Siobhan McPhee, PhD - Senior Instructor, Geography
|'''CANCELLED'''!!!
|-
|September 6, 2:00 - 4:00 p.m.
|Chilcotin Room
|Creating Inclusive Science Classrooms: Student Voices
|Christine Goedhart, PhD - Science Education Specialist, Department of Botany and Skylight
Gülnur Birol, PhD - Director, Skylight

Karen Smith, MA - Lecturer, Department of Microbiology and Immunology, Faculty Lead, Student Diversity Initiative in Science
|
* Images of participant generated strategies ('''[[:File:Inclusive Strategies 1.jpg|1]], [[:File:Inclusive Strategies 2.jpg|2]], [[:File:Inclusive Strategies 3.jpg|3]], [[:File:Inclusive Strategies 4.jpg|4]]''')
* Image of participant generated response re: Institutional Support and Resources
* Dewsbury, B., & Brame, C.J. (2019). Inclusive Teaching. CBE-Life Science Education. 18:fe2, 1-5. doi: 10.1187/cbe.19-01-0021
* Salazar, M.d., Norton, A.S., & Tuitt, F.A. (2010). 12: Weaving Promising Practices For Inclusive Excellence Into The Higher Education Classroom. To Improve the Academy, 28: 208-226. doi:10.1002/j.2334-4822.2010.tb00604.x
|}
[[Category:TLPD]]
[[Category:CTLT Institute]]

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2019-09-06T22:51:02Z

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[[Category:CTLT Institute]]

Documentation:CTLT Institute/Facilitation Resources/Facilitation Toolkit

2019-09-06T16:23:53Z

DebChen:

==Overview==
This Facilitation Toolkit is a collection of tips, tricks, and techniques harvested from CTLT Institute Facilitators' stories, experiences, and wisdom.

===Planning===
With alignment between various components of your session in mind, begin your planning process with the learning outcomes or objectives. As you iterate between designing the process and designing the agenda, the session will start to take shape.

Some design and planning considerations include:
# Participant communication: What do your participants need to know before or at the workshop? How and when will this information be provided?
# Workshop materials and supplies: What materials and supplies do you need to facilitate the process? What technology would you need to support the session?
# Physical space: What room set-up will best encourage participation? How do you create an inclusive and welcoming environment for your participants? Would you need additional break-out rooms for the session?

===Structuring===
Working Guidelines

Sharing Agenda

===Listening, Engaging, Including===
While holding space for the participants to engage in the process you've designed, be engaged and attentive to the group's dynamic and emerging needs to model respectful behaviour. Keep an eye on the clock as you monitor and summarize the group process.

Some considerations include:
# Time management: Be flexible and balance the need for the participation with the need to be respectful of everyone's time
# Watch for side conversations: These often limit the ability of other to focus and engage. If appropriate, weave the conversation into the group.
# Observe for non-verbal behaviours: Are they experiencing discomfort? Are they asserting power/boundaries? Some of the most damaging behaviour is silent, learn how to surface your observations in the least intrusive way and stop it effectively. Perhaps reminding the group of working guidelines would be a good place to start.
# Paraphrase and record: You are responsible for making sure the participants hear, see, and understand the information and process they are engaged in. Whenever possible, use the words that the group chooses and ask for clarification as you support the conversation. Make sure that you keep an accurate record of what's going on.

== Online Resources ==
* [https://www.tobe.net/ Dynamic Facilitation]
* [http://www.chriscorrigan.com/parkinglot/facilitation-resources/ Facilitation Resources] by Chris Corrigan
* [http://www.uvm.edu/~dewey/reflection_manual/ Facilitating Reflection: A manual for leaders and educators]
* [https://infodesign.com.au/usabilityresources/facilitationtechniques/ Tips for running successful workshops] by Information & Design
* [https://www.sessionlab.com/library/iafmethods Methods Database] by International Association of Facilitators
[[Category: Facilitation Resources]]
[[Category: CTLT Institutes]]

Documentation:CTLT programs/CTLT Institute/2019 Summer

2019-09-05T23:55:27Z

DebChen: /* Institute Schedule & Curated Resources */

== Overview ==

The Summer Institute 2019 (August 19-23, August 27-29, and September 4-6) is an opportunity to network with UBC colleagues and to share practices, research, and experiences around teaching, learning, and technology. The program is designed with novice instructors in mind, with topics ranging from the fundamentals of teaching and learning to more advanced considerations around enhancing student learning and progressing in their own teaching careers. The sessions offer reflective space and practical advice to directly support your teaching and learning skills development.

== Call for Contributions ==
We [http://institute.ctlt.ubc.ca/summer-institute/summer-institute-call-for-contributions/ invite proposals] that will support new instructors and teaching assistants in preparing for and teaching their upcoming classes. The Summer Institute is a great opportunity to connect with new colleagues, share your experiences in navigating teaching and learning at UBC, and to build our collective capacity to enhance student learning and experiences.

In addition to the fundamentals (e.g., Navigating Your Role as an Instructor, Writing Effective Learning Objectives, Effective Lesson Planning, Assessment Strategies, and Writing a Learner-Centered Syllabus) that will be offered as part of the Summer Institute, we are looking for proposals that directly develop the capacity of new instructors and teaching assistants within the UBC context.

== Institute Facilitator Community Workshop ==

We are offering an 1.5 hour workshop, [https://events.ctlt.ubc.ca/events/the-opportunities-and-challenges-of-co-facilitation/ The Opportunities and Challenges of Co-Facilitation], (optional but highly encouraged) for all of our Summer Institute Facilitators on Thursday, July 25 from 1-2:30 p.m. This will be a great opportunity for you to connect with fellow Institute Facilitators and to learn from one another!

''"Co-facilitation is a dynamic working relationship between facilitators that support the group’s learning process. Join us to explore the opportunities and challenges of co-facilitation, discuss the structures and processes that enable effective co-facilitation, and reflect on your experiences and/or approaches to co-facilitation. You will leave this workshop with practical considerations for when you dance with your co-facilitator in supporting your participants’ learning as well as a mini-toolkit of co-facilitation best practices."''

== Institute Schedule & Curated Resources ==
{| class="wikitable"
|+
!Date and Time
!Location
!Session Title
!Facilitator(s)
!Relevant Workshop Resources and Materials
|-
|August 19, 9:00 - 11:00 a.m.
|Seminar Room
|Navigating Your Role as an Instructor
|kele fleming - Senior Associate Director, Teaching and Learning Professional Development, CTLT
Sheryda Warrener - Lecturer, Creative Writing Program

Deb Chen, PhD - Educational Developer: Teaching and Learning, CTLT
|
* [[:File:Welcome Session Slide Deck.pdf|Workshop Slide Deck]] (PDF)
* [http://tinyurl.com/y5p33qz9 Courage to Teach] by Parker Palmer
* [http://tinyurl.com/y3wekpsv Learner-Centred Teaching] by Maryellen Weimer
* [http://tinyurl.com/y2xh4rsb Potlatch as Pedagogy] by Sara F.Davidson and Robert Davidson
* [https://normaneng.org/teaching-college-book/ Teaching College] by Norman Eng
* CTLT [https://ctlt.ubc.ca/resources/new-faculty-orientation-guide/ New Faculty Orientation Guide]
* UBC [https://blogs.ubc.ca/edleadershipnetwork/ Educational Leadership Network]
|-
|August 19, 11:30 a.m. - 1:30 p.m.
|Seminar Room
|Introduction to Universal Design for Learning (UDL): A teacher's perspective
|Antoine Coulombe - Instructor, School of Social Work
|
* [[:File:UDL-Workshop2019-Shared.pptx|Workshop Slide Deck]] (PPT)
* Bracken, S., Novak, K., & Taylor & Francis eBooks A-Z. (2019). [https://www.routledge.com/Transforming-Higher-Education-Through-Universal-Design-for-Learning-An/Bracken-Novak/p/book/9780815354734 Transforming higher education through universal design for learning: An international perspective]. New York, NY; Abingdon, Oxon;: Routledge.
* [http://www.cast.org CAST]
|-
|August 19, 2:00 - 4:00 p.m.
|Seminar Room
|Framing Conversations with Distressed Students
|Diana Jung, MA - Health Promotion Specialist, Health Promotion and Education
Brian Barth, Manager of Student Support Services
|
* [[:File:Framing Conversations Workshop Faculty-CTLT Summer Institute.pdf|Session Slide Deck]] (PDF)
* [https://wellbeing.ubc.ca/supporting-students-distress Green Folder]
* UBC Mental Health Resource for Students: [http://www.studentcare.ca/rte/en/UniversityofBritishColumbiaAMSGSS_EmpowerMe_EmpowerMe Empower Me]
|-
|'''August 20, 9:00 - 11:00 a.m.'''
|Seminar Room
|'''Writing Effective Learning Objectives and Course Outcomes'''
|'''Qian Wang, PhD - Senior Instructor, Department of Asian Studies; CTLT Faculty Associate'''
'''Marie Krbavac - Educational Consultant: Learning Design, CTLT'''
|
* [https://drive.google.com/file/d/1TMjU0iclLiHu_rjikA9CHgVqtVkH6uTJ/view?usp=sharing Session Slide Deck] (PDF)
* [[:File:Ubc-course-syllabus-template.docx|UBC Optional Course Syllabus Template]]
* [https://www.bcit.ca/files/ltc/pdf/ja_learningoutcomes.pdf BCIT Writing Learning Objectives Resource]
|-
|'''August 20, 11:30 a.m. - 1:30 p.m.'''
|Seminar Room
|'''Can I Use This? Exploring Copyright & Working with Open Educational Resources'''
|'''Will Engle - Open Education Strategist, CTLT'''
'''Stephanie Savage - Scholarly Communications and Copyright Services Librarian, UBC Library'''
|
* [[:File:Can I Use This Copyright and OER Session Slides.pdf|Session Slide Deck]]
* Colvard, N., Watson, C. E., & Park, H. (2018). The Impact of Open Educational Resources on Various Student Success Metrics. International Journal of Teaching and Learning in Higher Education, 30(2), 262-276. Retrieved from http://www.isetl.org/ijtlhe
* Jhangiani, R. S., Pitt, R., Hendricks, C., Key, J., & Lalonde, C. (2016). Exploring faculty use of open educational resources at British Columbia post-secondary institutions. Victoria, BC: BCcampus.
*[http://open.ubc.ca Open UBC Site]
*[https://copyright.ubc.ca UBC Copyright Site]
|-
|'''August 20, 2:00 - 4:00 p.m.'''
|LSK 121
|'''Teaching with Data and Computation Using Jupyter Notebooks'''
|'''Patrick Walls, PhD - Instructor I, Department of Mathematics'''
|
* [https://syzygy.ca Syzygy] -- Jupyter notebooks hosted by [https://pims.math.ca PIMS]
* Official documentation:
** [https://jupyter.org Jupyter]
** [https://www.python.org Python]
** [https://pandas.pydata.org pandas]
* [https://jupyter4edu.github.io/jupyter-edu-book/ Teaching and Learning with Jupyter]
|-
|August 21, 9:00 - 11:00 a.m.
|Chilcotin Room
|Effective Lesson Planning
|Jonathan Verrett, PhD - Instructor I, Department of Chemical and Biological Engineering, Faculty of Applied Science; CTLT Faculty Associate
Matthew Coles, PhD - Science Education Specialists, Department of Mathematics & Skylight
|
* [https://bit.ly/CTLTLP Session Slide Deck]
* [https://ctlt.ubc.ca/programs/all-our-programs/instructional-skills-workshops/ Instructional Skills Workshop] for both Faculty and Graduate Students are offered by [https://ctlt.ubc.ca/ CTLT]
|-
|August 21, 11:30 a.m. - 1:30 p.m.
|Chilcotin Room
|Education for Connection and Purpose: Exploring the Values, Principles and Models of Community Engaged Learning
|Kyle Nelson - Community Engagement Officer, Centre for Community Engaged Learning
Neila Miled - Sessional Lecturer, Liu Scholar, PSI Scholar, and PhD Candidate, Centre for Culture, Identify and Education
|
* [[:File:2019 Summer Institute Values of CEL 2.0.pdf|Session Slide Deck]] (PDF)
* UBC [https://ccel.ubc.ca/ Centre for Community Engaged Learning]
* Grain, K.M. & Lund, D. (2016). The social justice turn in service-learning: Cultivating critical hope in a time of despair. Michigan Journal of Community Service Learning.
|-
|August 21, 2:00 - 3:30 p.m.
|Chilcotin Room
|Promoting Wellbeing for Ourselves and Our Students
|Levonne Abshire - Health Promotion Strategist, Health Promotion and Education
Melissa Baker, RD - Manager, Nutrition & Wellbeing, Student Housing and Hospitality Services, Faculty of Land and Food Systems

Jocelyn Micallef, MA - Educational Developer, SD&S, CTLT
|
* [[:File:2019-08-22 CTLT Summer Institute Wellbeing for Ourselves and Our Students.pdf|Session Slide Deck]] (PDF)
* [[:File:HWIP-Making the case for managers.pdf|Advocacy to Managers for Workplace Wellbeing Resource]]
* [https://wellbeing.ubc.ca/ UBC Wellbeing Initiative]
|-
|'''August 22, 9:00 - 11:00 a.m.'''
|Seminar Room
|'''Writing a Learner-Centered/Inclusive Syllabus'''
|'''Gail Hammond, PhD - Instructor, Faculty of Land and Food Systems'''
'''Susan Hampton - Educational Consultant: Process Design and Facilitation, CTLT'''
|
* [https://wiki.ubc.ca/File:2019_Learner-Centered_Syllabus-for_wiki.pdf Session Slide Deck]
* [[:File:Ubc-course-syllabus-template.docx|UBC Optional Course Syllabus Template]]
* [https://wiki.ubc.ca/File:Inclusive-syllabus-print.pdf Inclusive Syllabus handout]
* [https://wiki.ubc.ca/File:Resource_List_Learner_Centred_Inclusive_Syllabus.docx Resource list]
* [https://wiki.ubc.ca/File:19S-250-Syllabus-May_20.pdf Gail Hammond's syllabus example] (Food & Nutrition)
* [https://wiki.ubc.ca/File:Psyc-102-Syllabus-2017.18-Section-6-V1.pdf Catherine Rawn's syllabus example] (Psychology)
|-
|'''August 22, 11:30 a.m. - 1:30 p.m.'''
|Seminar Room
|'''Developing Classroom Guidelines: Thoughtful and Critical Approaches'''
|'''Erin Yun - Educational Consultant, Classroom and Campus Climate, CTLT'''
'''Hanae Tsukada, PhD - Educational Strategist, Student Diversity Initiative, CTLT'''
|
* [[:File:Developing Classroom Guidelines Thoughtful and Critical Approaches.pdf|Session Slide Deck]] (PDF)
* [https://inclusiveteaching.ctlt.ubc.ca/ Inclusive Teaching @ UBC]
* [http://indigenousinitiatives.ctlt.ubc.ca/ Indigenous Initiatives]
* [https://equity.ubc.ca/resources/gender-diversity/pronouns/ Pronouns] (UBC Equity & Inclusion Office)
* [https://padlet.com Padlet]
* [https://www.mentimeter.com Mentimeter]
|-
|'''August 22, 2:00 - 4:00 p.m.'''
|Seminar Room
|'''Working with TAs to Support Inclusive Teaching'''
|'''Hélène Frohard-Dourlent, PhD - Student Diversity Initiative, CTLT'''
'''Natasha Fox - Graduate Academic Assistant'''
|
* [https://carleton.ca/tasupport/2016/blog-nurturing-environment-engagement-inclusive-teaching-practice-challenges-teaching-assistants/ Blog post] by Carleton University
|-
|August 23, 9:00 - 11:00 a.m.
|Seminar Room
|Assessment Strategies
|Candice Rideout, PhD - Senior Instructor, Department of Food, Nutrition and Health; CTLT Faculty Associate
Lucas Wright - Senior Educational Consultant. CTLT
|
* [https://docs.google.com/presentation/d/1DI4Db-SIsZzYRGnYArz1eA0pIaYnhIy9lOo0Z_-FPjM/edit?usp=sharing Session Slide Deck]
* [[:File:Elements of effective assessments 23Aug2019 CTLT session.docx|Elements of Effective Assessment]] (DOC)
* Angelo, T. A., & Cross, K. P. (1993). [http://tinyurl.com/y3mmgy4d Classroom assessment techniques: A handbook for college teachers] (2nd ed.). San Francisco: Jossey-Bass Publishers.
* Rideout, C. A. (2018). [http://tinyurl.com/y3dxuot2 Students' choices and achievement in large undergraduate classes using a novel flexible assessment approach]. Assessment & Evaluation in Higher Education, 43(1), 68-78. doi:10.1080/02602938.2017.1294144
|-
|August 23, 11:30 a.m. - 1:00 p.m.
|Seminar Room
|Reviewing Peer Review at UBC
|Letitia Englund - UX/UI Analyst, CTLT
Manuel Dias - Educational Consultant: Learning Technologies, CTLT
|
* [https://docs.google.com/presentation/d/1Xpf9jg8DgOJ0KeOhW4Mx9RP1xjq4JlT8Icc24djOQrE/edit Session Slide Deck]
* [https://wiki.ubc.ca/images/e/ec/Student-peer-assessment-handout.docx Session Technology Handout]
* [https://docs.google.com/document/d/1n0-viTwfllaLv2kf6-tltFFQB7IsoVUkyFAL8faEQhY/edit Session Notes]
* Luxton-Reilly, A. (2009). A systematic review of tools that support peer assessment. Computer Science Education, 19(4), 209-232.
* Babik, D., Gehringer, E. F., Kidd, J., Pramudianto, F., & Tinapple, D. (2016). Probing the landscape: Toward a systematic taxonomy of online peer assessment systems in education.
* Purchase, H., & Hamer, J. (2018). Peer-review in practice: eight years of AropÃ¤. Assessment & Evaluation in Higher Education, 1-20.
|-
|August 23, 11:30 a.m. - 1:00 p.m.
|Chilcotin Room
|Immersive Learning: Challenges and Opportunities of 360-degree Video for Educational Media
|Michael Sider - Producer, UBC Studios
|
|-
|August 23, 1:30 - 3:30 p.m.
|Seminar Room
|Teaching as a Scholarly Activity: Getting Started with Research in the Classroom
|Deb Chen, PhD - Educational Developer: Teaching and Learning, CTLT; SoTL Facilitator, Institute for the Scholarship of Teaching and Learning
Paulina Semenec - SoTL Facilitator, Institute for the Scholarship of Teaching and Learning, CTLT
* Kristen Walker, PhD - Instructor, Faculty of Land and Food Systems, Applied Biology Program
* Costanza Piccolo, PhD - Instructor, Faculty of Science, Department of Mathematics
* Tal Jarus, PhD - Professor, Faculty of Medicine, Occupational Science & Occupational Therapy
* George Belliveau, PhD - Professor, Faculty of Education, Department of Language & Literacy Education - UBC LLED
|
* [https://docs.google.com/presentation/d/1k3SUUO5R37rG6q7uQSTiUS1ABieGdozJSvB9iM41vt4/edit?usp=sharing Session Slide Deck]
* Felton, P. (2013) [https://www.jstor.org/stable/10.2979/teachlearninqu.1.1.121 Principles of Good Practices in SoTL] ''Teaching & Learning Inquiry: The ISSOTL Journal,'' ''1''(1), 121-125. doi:10.2979/teachlearninqu.1.1.121
* [http://isotl.ctlt.ubc.ca/ Institute for the Scholarship of Teaching and Learning]
|-
|August 23, 2:00 - 4:00 p.m.
|UBC Studios
|UBC Studios Tour and Info Session
|Michael Sider - Producer, UBC Studios
|
* [http://ubcstudios.ubc.ca/ UBC Studios]
|-
|'''August 27, 1:00 - 3:30 p.m.'''
|'''Seminar Room'''
|'''Working Effectively Together: TA-Instructor Working Relationships - Saving Everyone’s Time! (For TAs)'''
|'''Judy Chan, PhD - Faculty Associate/Faculty Liaison, Faculty of Land and Food Systems, CTLT'''
'''Shaya Golparian, PhD - Educational Developer: TA Development Programs'''
|
* [https://ctlt.ubc.ca/programs/graduate-student-ta-programs/?login CTLT Graduate Students and TA Programs]
|-
|'''August 27, 1:00 - 3:30 p.m.'''
|'''IKB Rm.156'''
|'''Working Effectively Together: TA-Instructor Working Relationships - Saving Everyone’s Time! (For Instructors)'''
|'''Judy Chan, PhD''' '''- Faculty Associate/Faculty Liaison, Faculty of Land and Food Systems, CTLT'''
'''Shaya Golparian, PhD''' '''- Educational Developer: TA Development Programs'''
|
* [https://ctlt.ubc.ca/programs/faculty-programs/ CTLT Faculty Programs]
|-
|August 28, 1:00 - 3:00 p.m.
|Seminar Room
|Introduction to Learning Analytics for Instructors
|Craig Thompson - Programmer Analyst, CTLT
|
* [https://learninganalytics.ubc.ca/?login Learning Analytics at UBC]
* <nowiki>https://faculty.canvas.ubc.ca/what-we-learn-from-canvas-analytics/</nowiki>
* <nowiki>https://dl.acm.org/citation.cfm?id=3170421</nowiki>
|-
|'''August 29, 1:00 - 3:00 p.m.'''
|'''Seminar Room'''
|'''Green Folder and Early Alert Orientation'''
|'''Brian Barth, Manager of Student Support Services'''
'''Diana Jung, MA - Health Promotion Specialist, Health Promotion and Education'''
|
* [[:File:EA Introdcution Presentation.pdf|Session Slide Deck]] (PDF)
* [https://wellbeing.ubc.ca/supporting-students-distress Green Folder]
* [https://facultystaff.students.ubc.ca/systems-tools/early-alert Early Alert]
|-
|September 4, 9:00 - 11:00 a.m.
|Chilcotin Room
|Creating Effective Rubrics to Help Students Learn and Save You Time
|Judy Chan, PhD - Faculty Associate/Faculty Liaison, Faculty of Land and Food Systems, CTLT
|
* [https://wiki.ubc.ca/File:Rubrics_CTLT_Summer_Institute_2019.pdf Session Slide Deck] (PDF)
* [https://wiki.ubc.ca/File:Rubrics_Analytic_Template_2019.docx Blank Analytic Rubric Template] (Word)
Sample Rubrics (Word) from Other Universities:
* [https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=9&ved=2ahUKEwjjyvus17bkAhXTl54KHX1AB90QFjAIegQICRAC&url=https%3A%2F%2Fwww.adelaide.edu.au%2Frsd%2Fexamples%2FAdaptation_lit_review_rubric_draft_2_26_Feb_2009._Provisional.doc&usg=AOvVaw2wwMQEFJpl_pBj7q99ERnH Lit Review, U of Adelaide: very comprehensive]
* [https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=22&ved=2ahUKEwj7rZDizrbkAhWLoJ4KHbXUCqMQFjAVegQIBhAC&url=http%3A%2F%2Fwww.lincoln.edu%2Fwpp%2Frubrics%2FSSBSRubrics.doc&usg=AOvVaw1wAORn_8pM1H4qGHc4mf8k Social Sciences, Lincoln University: multiple rubrics in word]
* [https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&ved=2ahUKEwjX_tri0LbkAhVGIDQIHSwRDu8QFjAAegQIABAC&url=http%3A%2F%2Fwww.vsm.sk%2FCurriculum%2Fevaluating%2Fexamplerubriccasestudy.doc&usg=AOvVaw36V54XUITFQVH1p3tcWvuB Case Studies Rubrics, Unknown Source: very comprehensive]
* [https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=11&ved=2ahUKEwjOpJTA0rbkAhURt54KHZ6XDpgQFjAKegQIABAC&url=http%3A%2F%2Fhplengr.engr.wisc.edu%2FRubric_Presentation.doc&usg=AOvVaw1TLvyRTseNLwp4IJAZcPit Oral Presentations, U of Wisconsin–Madison: a range of samples]
* [https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=12&ved=2ahUKEwjOpJTA0rbkAhURt54KHZ6XDpgQFjALegQIBBAC&url=https%3A%2F%2Fwww.jibc.ca%2Fsites%2Fdefault%2Ffiles%2Flibrary%2Ffiles%2FGroup_Presentation_Marking_Rubric.doc&usg=AOvVaw0bdr6Oq6WeZVRAyM8K8qe9 Oral Presentations, JIBC: Analytic]
* [https://labwrite.ncsu.edu/instructors/excelsheets.htm Laboratory Report, NC State U: Excel spreadsheets]
* [https://docs.google.com/document/d/1j0Rqm41FghBQf4BpQtVP4fIv0vkFEfpCNG8DtVqeh-A/edit?usp=sharing Judy's FNH 200: Community Interview, Wikipedia Editing, Team Work (google doc view)]
[https://www.lincoln.edu/sites/default/files/pdf/institutional-effectiveness/Assessment/Rubric%20for%20Rubrics.pdf Rubrics for Rubrics, Lincoln University (PDF)]
|-
|September 4, 11:30 a.m. - 1:30 p.m.
|Chilcotin Room
|Offering Effective Feedback
|Pamela Rogalski - Lecturer, Department of Civil Engineering and Department of Materials Engineering
Deb Chen, PhD - Educational Developer: Teaching and Learning Professional Development, CTLT
|
* [[:File:Offering Effective Feedback Workshop.pdf|Session Handout]]
* [http://www.emilywray.com/rise-model RISE Model for Feedback], developed by Emily Wray
* Images of participant generated response to discussion prompts ('''[[:File:Feedback Prompt 1.jpg|1]], [[:File:Feedback Prompt 2.jpg|2]], [[:File:Feedback Prompt 3.jpg|3]], [[:File:Feedback Prompt 4.jpg|4]], [[:File:Feedback Prompt 5.jpg|5]]''')
|-
|September 4, 2:00 - 4:00 p.m.
|Chilcotin Room
|The Professional Juggle: How to Manage Time, Work and Life
|Tiffany Potter, PhD - Professor of Teaching, Department of English Language and Literacy; CTLT Faculty Associate
Judy Chan, PhD - Faculty Associate/Faculty Liaison, Faculty of Land and Food Systems, CTLT
|
|-
|'''September 5, 9:00 - 11:00 a.m.'''
|'''Seminar Room'''
|'''Expand Your Repertoire of Questioning Techniques to Improve Student Learning'''
|'''John Pringle - Lecturer, Academic English Program (Applied Sciences), Vantage College'''
'''Isabeau Iqbal, PhD - Senior Educational Consultant: Educational Leadership, CTLT'''
|
* [[:File:2019 Questioning Strategies.pptx|Session Slide Deck]]
* [[:File:2019 Summer Institute Worksheet (Pringle & Iqbal).docx|Session Worksheet]]
* [https://1.cdn.edl.io/J0lkTcq5z4FLIFYTgF1gpWtfpNv862fAIQNaH7TCkZBQfTNG.pdf Session Handout]
|-
|'''September 5, 11:30 a.m. - 1:30 p.m.'''
|'''Seminar Room'''
|'''Preparing for and Leading Effective Discussions'''
|'''Jennifer Brown - PhD Candidate, Faculty of Pharmaceutical Sciences; Lead Facilitator, Graduate Programs, CTLT'''
|
|-
|'''September 5, 2:00 - 4:00 p.m.'''
|'''Seminar Room'''
|'''Teaching Large Classes'''
|'''James Charbonneau, PhD - Instructor, Department of Physics and Astronomy; CTLT Faculty Associate'''
'''Deb Chen, PhD - Educational Developer: Teaching and Learning Professional Development, CTLT'''
|
* A LONG List of [https://www.usf.edu/atle/documents/handout-interactive-techniques.pdf Interactive Techniques]
* Open Resource on [http://teachtogether.tech/#title-block-header Teaching with Technology]
|-
|September 6, 11:30 a.m. - 1:30 p.m.
|Chilcotin Room
|"Never have I ever": The Pedagogy Edition with CTLT Faculty Associates
|Tiffany Potter, PhD - Senior Instructor, English
James Charbonneau, PhD - Instructor, Physics & Astronomy

Sathish Gopalakrishnan - Associate Professor, Electrical and Computer Engineering

Qian Wang, PhD. - Senior Instructor, Asian Studies

Andrew Owen, PhD - Instructor, Political Science

Siobhan McPhee, PhD - Senior Instructor, Geography
|'''CANCELLED'''!!!
|-
|September 6, 2:00 - 4:00 p.m.
|Chilcotin Room
|Creating Inclusive Science Classrooms: Student Voices
|Christine Goedhart, PhD - Science Education Specialist, Department of Botany and Skylight
Gülnur Birol, PhD - Director, Skylight

Karen Smith, MA - Lecturer, Department of Microbiology and Immunology, Faculty Lead, Student Diversity Initiative in Science
|
* Dewsbury, B., & Brame, C.J. (2019). Inclusive Teaching. CBE-Life Science Education. 18:fe2, 1-5. doi: 10.1187/cbe.19-01-0021
* Salazar, M.d., Norton, A.S., & Tuitt, F.A. (2010). 12: Weaving Promising Practices For Inclusive Excellence Into The Higher Education Classroom. To Improve the Academy, 28: 208-226. doi:10.1002/j.2334-4822.2010.tb00604.x
|}
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|date=2019-09-04
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[[Category:CTLT Institute]]

File:Feedback Prompt 4.jpg

2019-09-05T23:51:18Z

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File:Feedback Prompt 3.jpg

2019-09-05T23:51:18Z

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