1 Sample Outline 2016 School of Social Work - University of Victoria

Sample Outline - Actual course outline may vary in structure, required

readings, texts and assignments

SOCW 319: Research for Social Change (1.5)

Course Calendar Description:

An introduction to research as social justice work. Students will learn about a

range of qualitative and quantitative methodologies, with an emphasis on

Indigenous, critical and anti-oppressive approaches. Students will be engaged

in critically analyzing what counts as knowledge, developing alternative ways

of understanding social issues, redefining the relationship between researchers

and participants, and developing skills in data collection, data analysis and

proposal writing.

Required Texts & Materials:

Wilson, Shawn. (2008). Research is ceremony: Indigenous research

methods. Canada: Fernwood Publishing.

Readings and resources on the Coursespaces site.

Assignments:

Assignment Percentage Date

Research in the News 25%

Infographic 15%

Article critique 20%

Participation 10%

Research Proposal 30%

Assignment 1. Research in the news (25%)

Find a news report on-line or in print that presents or cites research on an issue

related to social work. Can include research on social, health economic, political

issues for example. Share the news report to your group with the following:

Why this article captures your interest.

Describe the research and the findings (briefly).

What are your views about the research?

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What are your views on the reporting of the research?

Because this is a research course, this assignment seeks to focus on the research in

the news more than an exploration of the social issue itself. Focus on the research

and the reporting of the research.

Groups will be assigned and each student will have a week for their presentation.

When it’s your week, have your post ready and share it to your group site on the

Monday of that week. Everyone in the group (including you) participate in the

discussion throughout the week. At the end of the week (ie; the Sunday), provide a

final, wrap-up posting to the group. In the week that you are presenting your

Research in the News you are not required to make posts to the weekly Learning

Activity discussion (although you are welcome to).

Criteria Percent of

Final Mark

The response to the learning objectives: Evaluated for;

completing tasks on time and as outlined, the relevance of the

example and how it is presented as relevant and interesting for

social work, your presentation of your own views and analysis.

40%

The depth of your analysis and your ability to introduce ideas

that show a complex understanding of both your topic and the

course material.

30%

Communication: Your ability to engage other students in

discussion and respectfully, thoughtfully and analytically

respond.

20%

Creativity and engagement with topic and clarity of writing or

presentation. 10%

Assignment 2. Infographic (15%)

Infographics are a form of social math; the practice of translating statistics and

other data in ways that they become comprehensible and compelling by placing

them in a context that provides meaning to an audience. It is a process that seeks to

put statistics into a meaningful context by relating them to things we already

understand. Often it is the use of analogies to present statistics to communicate

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research findings effectively and most often social math is presented within

infographics.

The Berkeley Media Studies Group suggests these tips for calculating social math:

Break down the number by time

Break down the number by place

Personalize or localize your numbers

Provide comparisons to familiar things

Provide ironic comparisons

For more information on using social math:

http://bmsg.org/blog/social-math-support-public-health-policy

For this assignment create an infographic for an issue of your choice. Be creative

and make sure that you are accurate in all your numbers, for both your statistics

and the comparisons. Your submission should also include proper citations or

credits for statistics and sources used. Include a brief (500 words max) text that is

written to the instructor to describe your submission’s purpose, briefly describe the

audience and distribution methods (social or different forms of print media?) and

your process and reflections in creating the infograhic.

You will be assessed on your demonstration of understanding the concept of social

math, the validity of the information presented and the creative and thoughtfulness

of the presentation. Have fun!

Criteria Percent of

Final Mark

Infographic is engaging, accurate, comprehensible, creative and

compelling. 40%

Infographic and explanation to instructor display critical

thinking skills and expertise in knowledge creation. 30%

Demonstrated use of course concepts. 20%

Clarity of writing or presentation including appropriate use of

APA or another academically acceptable style 10%

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Assignment 3: Article critique (20%)

A choice of articles will be provided on CourseSpaces by the instructor by

February 10th. You are to review ONE of the articles to demonstrate your ability to

understand and assess research. In your review refer to the article and relevant

course materials but there is no need to use any other materials beyond these to

complete this assignment. Your paper should be written is standard essay format:

headings are okay but no Question & Answer or bullet points. The paper should

not exceed 1200 words. Here are some prompts:

What is the issue under study? What is the research question?

What is your standpoint?

Is there a purpose stated for doing this research? If yes, what is it?

Was a theoretical framework or standpoint presented? If yes, what is it? If

no, do you perceive a theory or standpoint informed and influenced the

research?

Do you think the methodological approach and methods are appropriate for

the research question? What would be a different approach?

Do you think this study is an ethical approach to answer this research

question? Why or why not?

Describe what you think is the major strength of this particular study. Do not

describe an abstract strength of research in general, but a specific strength of

this particular study.

Describe what you think may be a weakness of this particular study.

What would you do if you had the opportunity to research this issue and

present a single article presenting the research?

Criteria Percent of

Final Mark

Content of the paper (e.g., the extent to which assignment

requirements are fulfilled, prompts and beyond are answered). 40%

Depth of analysis and display of critical thinking. 30%

Demonstrated use of course concepts. 10%

Clarity of writing or presentation. Appropriate use of APA or

another academically acceptable style 20%

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Assignment 4. Research proposal (30%)

Overview:

When applying for funding for a research project, a proposal (or grant application)

is typically constructed. All applications received are then assessed and decisions

are made. For the purposes of this assignment, you are asked to construct a grant

proposal for a community-based health research grant provided by a foundation in

Canada. In this scenario, consider what you would propose for a project that would

be completed within a year and where grants are limited to $30,000. These are

hypothetical limitations to ensure the proposal is realistic. While you have licence

to select any social issue and conceive of an associated imaginary (or real)

organization, the objective is to develop a basic proposal for research that is

realistic and relevant to social work and may include evaluation research. Your

research proposal should be no more than eight pages (double spaced) and should

be written in accordance with APA formatting guidelines concerning academic

papers and referencing. Please be concise while ensuring the proposal provides

essential details for assessing the credibility and suitability of the research plan.

Elements of your proposal:

Your proposal should address the following:

1. Project Title.

2. What community issue will this project address?

3. Project Summary.

4. What is the research question(s) that you hope to address?

5. Describe the research team and how people are involved.

6. What is the research question and why/how was this question identified by

the community as a priority to investigate?

7. What are the goals and objectives of this project?

8. Research design (describe the activities to be taken). Please describe:

methodological approach, data collection process, sampling strategy, data

analysis, potential limitations and feasibility of project, ethical issues and

plans to address them, who is involved or collaborating in each stage of the

project.

9. How will findings be reported and disseminated and describe any knowledge

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translation and exchange plans?

Please do not simply answer these statements and questions within your proposal

in a numbered fashion or using point form. Your paper should address these

statements and questions as part of a cohesive narrative about the research that you

would undertake.

Grading criteria:

The assignment will be assessed on the following criteria. The extend to which the:

• Student follows the assigned outline for the proposal and page limit.

• Assignment is well-written and well-organized (uses APA where appropriate)

• Research question, the community issue and the goals and objectives are

logically linked

• Research question suitably addresses the community issue and achieves the goals

and objectives outlined.

• Student identifies their role (situates themselves) within the research

• Limitations of the proposed research are identified.

• Research design is clearly defined and applies course concepts.

• Overall potential of the proposed project and its alignment with critical social

work.

Suggested timeline for completing elements of your proposal:

For the final assignment in this course, you are asked to write a proposal for a

small-scale research-undertaking using the research principles discussed

throughout this course. It is something I urge you to start thinking about now and

formulating throughout the duration of the course. The table below outlines a

suggested timeline for completing specific elements of your proposal. Following

this timeline will ensure that you have early feedback from me, complete needed

tasks, and ponder relevant considerations. Please note, however, you DO NOT

have to follow this timeline to complete the proposal.

Suggested Date Task(s) Considerations

Find a topic and prepare

some possible research

questions (2 or 3)

Explore, Describe,

Review

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Submit your topic choice

and questions for

feedback to the "Final

Assignment: Research

Ideas" dropbox under the

"Assignment" heading on

the course site.

Settle on a methodology

and method of

information gathering as

well as who you will talk

to

Who would you need to

consult, inform, partner

with?

Methodology is linked to

your epistemological

stance and the

organization

Methods may be

interviews, group

meeting, surveys, or a

combination

Decide on how you will

make meaning from

(analyze) the information

you receive

Consider the

confidentiality of

information and

participants

Outline potential ethical

issues to be addressed

Are your collection

methods in keeping with

your stance, methodology

and the community?

How will you protect

privacy, knowledge and

meet community

standards?

Look at all aspects of the

potential ethical issues-

how do your participants

inform you of their

concerns? What will you

do about it?

Final draft of proposal

completed

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Likely questions:

What type of organization should I use for my proposal?

While you can select to construct a proposal for a real or imaginary organization,

my suggestion would be that you gear your proposal to an organization that is

linked to your home community and is focused on a real issue that is being worked

on at this time. An example would be here in Victoria- Our Place Society is

involved in setting up safe injection sites.

How large should my proposed project be?

It is a good idea to keep your project small. The budget for your proposal is

$30,000.00 for one year ($2500 a month). If you looked at paying one person $30

per hour (including benefits) you would have 80 hours a month or 20 hours a week

of time. This does not allow for any overhead costs so think about, for example, a

few group meetings (with brownies), a couple of mail outs and you are using up

the money quickly).

Is it possible to get an extension on my proposal:

No, given the strict grading timeline imposed on instructors by the University, I

will not be able to grant any extensions for this assignment.

Criteria Percent of

Final Mark

Content of the paper (e.g., the extent to which assignment

requirements are fulfilled). Including: That the research

question, the community issue and the goals and objectives are

logically linked and the suitability of the research question to

address the community issue and achieve the goals and

objectives outlined. You identify your relation and role to the

research project. The limitations of the proposed research are

identified.

40%

Depth of analysis and displays critical thinking. 30%

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Demonstrated use of course concepts. 10%

Clarity of writing or presentation. Appropriate use of APA or

another academically acceptable style. 20%

Participation: Self-evaluation report (10%)

Participation is both a required component of a distance course as well as an

assignment. As outlined in the School’s policies, weekly participation and

contributions to the course site are required. This course includes these

participatory activities which are included in this assignment:

Weekly group postings and discussions.

Posting and discussions to the Research in the News presentations. Your

participation in these weekly forums are vital to the course and posts need to

be within the required timeframe in order for the assignments to work.

Note: In the week in you are responsible for preparing and posting your Research

in the News you are not required to make any posts to the weekly question

discussion (though you are welcome to do so).

The intent of grading participation is to value your time and contributions to the

course and our shared learning and posts should be written in that spirit and not as

if you are writing to the instructor to grade. While the course is online, we are

operating in real-time and therefore our participation needs to follow the course

schedule. The Units typically begin on a Sunday or Monday and end the following

weekend. The expectations for posting include:

A substantive contribution to the week’s discussion forums by Tuesday

(midnight) and at least two brief posts prior to end of the week (Sunday

midnight).

Let’s follow the guidelines used in other courses in this program; a substantive post

is considered less than 250 words and a brief post is considered less than 150

words. These guidelines are intended to balance your need to contribute to the

discussions with the amount of reading required for you to participate in the group.

APA referencing is not required in postings.

Provide a brief (250 - 500 words) written rationale with a self-assessment of your

participation grade. Please provide a brief explanation for each assessment area

10 Sample Outline 2016 School of Social Work - University of Victoria

and provide a grade out of ten or letter grade. This self-evaluation of participation

will then be reviewed by the instructor and a grade assigned by the instructor.

Your rationale can address the following:

Timeliness: Participation within the assigned time frames.

Preparation: Demonstrate preparedness for group work and that required

readings have been read in advance.

Active Engagement: Engagement with, and respect for, other students’

discussion contributions and perspectives including building on other

student's contributions and engaging in the respectful interplay of ideas and

offering different perspectives.

Critical Thinking & Analysis: Demonstrate critical thinking and analysis in

discussions.

Reflection: Where you see opportunities to do things differently as a class

participant and group member, if anything.

COURSE UNITS AND READINGS/RESOURCES

Unit 1: Introduction to the course

Readings:

Wilson – Research is Ceremony – Forward & Chapter 1 (pgs: 6-21)

Humphries, Beth. (2008). Chapter 7: Critical Social Research. Social Work

Research for Social Justice. New York: Palgrave MacMillan. pp. 104-119

Unit 2: Where is research in critical social work?

Readings:

Potts, K., & Brown, L. (2005). Becoming an anti-oppressive researcher. In

Brown, L., & Strega, S. (Eds.), Research as Resistance (pp. 255-285).

Toronto, ON: Canadian Scholar’s Press.

Pease, B. (2010). Challenging the dominant paradigm: Social work research,

social justice and social change. The Sage Handbook of Social Work

Research. Sage Publications Ltd.

http://sk.sagepub.com/reference/download/hdbk_socialworkrsch/n7.pdf

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Unit 3: Indigenous methodologies

Readings:

Tuhiwai Smith, L. (2012). Colonizing knowledges. In L. Tuhiwai Smith,

Decolonizing methodologies: Research and Indigenous peoples (pp. 61-80).

London: Zed Books

Kovach, M. (2015). Emerging from the margins: Indigenous methodologies:

Research as Resistance, 2e: Revisiting Critical, Indigenous, and Anti-

Oppressive Approaches, 43-64.

Hart, M. A. (2010). Indigenous worldviews, knowledge, and research: The

development of an Indigenous research paradigm. Journal of Indigenous

Voices in Social Work. 1(1), 1-16.

http://scholarspace.manoa.hawaii.edu/bitstream/handle/10125/15117/v1i1_0

4hart.pdf?sequence=1

Additional resources:

Ermine, W. (2007). Ethical Space of Engagement, The. Indigenous Law

Journal, 6, 193.

https://www.sfu.ca/iirp/documents/Ermine%202007.pdf

Unit 4: The reflective researcher questions evidence

Readings:

Wilson – Research is Ceremony –Chapter 2 & 3 (pgs: 22-61)

Fook, J., & Gardner, F. (2007). Using critical reflection in research and

evaluation. In, Practising Critical Reflection: A Resource Handbook: A

Handbook. McGraw-Hill Education (UK).

Additional resources:

Finlay, L. (2002). “Outing” the researcher: The provenance, process, and

practice of reflexivity. Qualitative health research, 12(4), 531-545.

http://qhr.sagepub.com/content/12/4/531.full.pdf+html

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Kanuha, V. K. (2000). “Being” native versus “going native”: Conducting

social work research as an insider. Social work, 45(5), 439-447.

http://sw.oxfordjournals.org/content/45/5/439.short

Coy, M. (2006). This morning I’m A researcher, this afternoon I’m an

outreach worker: Ethical dilemmas in practitioner research. International

Journal of Social Research Methodology, 9(5), 419-431.

http://www.tandfonline.com/doi/abs/10.1080/13645570601076785

de Jong, D. H. (2015). A New Paradigm in Social Work Research: It’s Here,

It’s Queer, Get Used to It!. Reflections: Narratives of Professional

Helping,20(4), 40-44.

http://www.reflectionsnarrativesofprofessionalhelping.org/index.php/Reflect

ions/article/viewFile/1301/1199

Ferguson, J. (2013). Queering methodologies: Challenging scientific

constraint in the appreciation of queer and trans subjects. The Qualitative

Report 18, Article 25, 1-13

http://www.nova.edu/ssss/QR/QR18/ferguson25.pdf

Unit 5: Literature reviews/Knowledge synthesis

Readings:

Thorne, S. (2016). Chapter 3: Scaffolding a study. Interpretive Description:

Qualitative Research for Applied Practice, 2nd Edition. New York:

Routledge

Ellison, C. (2014). Indigenous Knowledge and Knowledge Synthesis

Translation and Exchange (KTSE). Prince George, BC: National

Collaborating Centre for Aboriginal Health. www.nccah-ccnsa.ca

Or; http://www.nccah-

ccnsa.ca/Publications/Lists/Publications/Attachments/127/2354_NCCAH_K

TSE_report_web.pdf

Additional Resources:

CIHR: A Guide to Knowledge Synthesis http://www.cihr-

irsc.gc.ca/e/41382.html

CIHR: Synthesis Resources http://www.cihr-irsc.gc.ca/e/36331.html

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Schick-Makaroff, K., MacDonald, M., Plummer, M., Burgess, J., &

Neander, W. (2016). What Synthesis Methodology Should I Use? A Review

and Analysis of Approaches to Research Synthesis. AIMS Public Health,

3(1): 172-215.

http://www.aimspress.com/article/10.3934/publichealth.2016.1.172

Gough, D., Thomas, J., & Oliver, S. (2012). Clarifying differences between

review designs and methods. Systematic reviews, 1(1), 1:28.

http://systematicreviewsjournal.biomedcentral.com/articles/10.1186/2046-

4053-1-28

Decolonizing Indigenous and “Southern” Methodologies: A Scoping review

(video. (13:13mins)

www.caan.ca/decolonizing-indigenous-and-southern-methodologies-a-

scoping-review/

or … www.youtube.com/watch?v=t6dX94LVEZA

Barbour, R.S. & Barbour, M. (2003). Evaluating and synthesising qualitative

research: The need to develop a distinctive approach. Journal of Evaluation

in Clinical Practice, 9(2), 172-186. http://www3.interscience.wiley.com/cgi-

bin/fulltext/118896018/PDFSTART

Unit 6: The reluctant researcher – secondary analysis

Readings:

Blackstock, C. (2009). First Nations children count: Enveloping quantitative

research in an indigenous envelope. First Peoples Child & Family Review,

4(2), 135-143.

https://fncaringsociety.com/sites/default/files/online-

journal/vol4num2/Blackstock_pp135.pdf

Rainbow Health Ontario. (2012). LGBTQ Research with Secondary Data

http://www.rainbowhealthontario.ca/wp-

content/uploads/woocommerce_uploads/2012/10/LGBTQRESEARCHWIT

HSECONDARYDATA_E.pdf

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READING BREAK

Unit 7: Critical appraisal of research

Readings:

Saini, M. (2012). A Systematic Review of Western and Aboriginal Research

Designs: Assessing Cross-Validation to Explore Compatibility and

Convergence. Prince George, BC: National Collaborating Centre for

Aboriginal Health.

http://www.nccah-

ccnsa.ca/Publications/Lists/Publications/Attachments/54/review_research_d

esigns_web.pdf

Unit 8: Research design

Readings:

Wilson – Research is Ceremony –Chapter 7 (pgs: 126-138)

Van de Sande, A., & Schwartz, K. (2011). Chapter 10 &11: Qualitative

Methods & Quantitative Methods. (Pages 112-139). In Research for social

justice: A community-based approach. Fernwood Pub.

Unit 9: The program evaluator

Readings:

Fiona Gardner. (2003). Critical Reflection in Community-Based Evaluation.

Qualitative Social Work, 2(2). 197-212

http://qsw.sagepub.com/content/2/2/197.full.pdf+html

Pauly, B., Carlson, E., & Perkin, K. (2012). Strategies to End Homelessness:

Current Approaches to Evaluation. Toronto: Canadian Homelessness

Research Network Press.

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http://www.homelesshub.ca/resource/strategies-end-homelessness-current-

approaches-evaluation

Wallace, B., Pauly, B., Perkin, K. & Ranftt. (2015). Shifting the evaluative

gaze: Community-based program evaluation in the homeless sector.

Gateways: International Journal of Community Research and Engagement.

8(1), 43–58.

Additional Resources:

Pacific AIDS Network. Participatory Evaluation Primer.

http://www.reachprogramscience.ca/new-resources-on-participatory-

evaluation-and-impact-evaluation/

Pacific AIDS Network. Impact Evaluation Primer.

http://www.reachprogramscience.ca/wp-content/uploads/2016/03/Impact-

Evaluation-Primer-FINAL.pdf

McCreary Centre Society. Asking Questions that Matter …and some tools to

answer them. A toolkit for community-based program evaluation in Yukon.

http://www.mcs.bc.ca/evaluation_resources

Manzano-Santaella, A. (2016). The Craft of Interviewing in Realist

Evaluation. Evaluation.

http://evi.sagepub.com/content/early/2016/04/01/1356389016638615.full.pd

f+html

Unit 10: The engaged researcher

Readings:

Wilson – Research is Ceremony –Chapter 4 & 5 (pgs: 62-96)

Stanley, D., Marshall, Z., Lazarus, L., LeBlanc, S., Heighton, T., Preater, B.,

& Tyndall, M. (2015). Harnessing the power of Community-Based

Participatory Research: examining knowledge, action, and consciousness in

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the PROUD study. Social work in public health, 30(3), 312-

323.http://dx.doi.org/10.1080/19371918.2014.1001935

Wallace, B. (2005). Participatory Action Research can be complicated:

Some questions to ask yourself and others before moving ahead.

Perspectives: British Columbia Association of Social Workers.

www.vipirg.ca/archive/publications/pubs/clippings/0505_bcasw_par.pdf

Additional Resources:

Minkler, M., Garcia, A. P., Rubin, V., & Wallerstein, N. (2012).

Community-based participatory research: a strategy for building healthy

communities and promoting health through policy change. Berkeley (CA):

PolicyLink; 2012.

http://communityresearchcanada.ca/res/download.php?id=4305

Fine, M., Torre, M. E., Boudin, K., Bowen, I., Clark, J., Hylton, D., ... &

Upegui, D. (2004). Participatory action research: From within and beyond

prison bars. Working method: Research and social justice, 95-119.

http://www.sfu.ca/~palys/Fine-PARwithinandbeyondprison.pdf

Tuck, E. (2009). Re-visioning action: Participatory action research and

Indigenous theories of change. The Urban Review, 41(1), 47-65.

http://link.springer.com/article/10.1007/s11256-008-0094-x

Cahill, C., Cerecer, D. A. Q., & Bradley, M. (2010). ‘‘Dreaming of...’’:

Reflections on Participatory Action Research as a Feminist Praxis of Critical

Hope. Affilia, 25(4), 406-416.

http://aff.sagepub.com/content/25/4/406.short

Pacific AIDS Network (PAN)’s Community-Based Research (CBR) Toolkit

http://pacificaidsnetwork.org/resources/cbr/cbr-toolkitresources/

Pacific AIDS Network (PAN)’s CBR Tip Sheet – Compensating Peer

Researchers

http://pacificaidsnetwork.org/wp-content/uploads/2014/06/CBR-Tips-

Compensating-Peer-Researchers-Pacific-AIDS-Network-Final.pdf

Drugs and Community Based Research Ethics “Know Your Rights Guide”

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http://drugscbrethics.com/

HIV CBR Ethics: Improving the Accessibility of Research Ethics Boards for

HIV Community-Based Research. 10 evidence-based fact sheets

http://www.hivethicscbr.com/#documents

The Canadian Aboriginal AIDS Network: Principles of Research

Collaboration

http://www.caan.ca/research/general-research-resources/

CAMH: Community-based research: Partnering with scientists A Guide for

Community Members

http://api.ning.com/files/mAhJbRiQDqHi4cbFYIOfskn-

xX*VNAMVSC40RYfaILtVf*a7M7Jr579Jo0qG*EyAN8uDjh53O-

qavKb2Xb8djInWJKoASFqw/CBRCommunityguideFINAL.pdf

Canadian HIV/AIDS Legal Network (2005). “Nothing about us without us”

— Greater, meaningful involvement of people who use illegal drugs: A

public health, ethical, and human rights imperative. Toronto: Canadian

HIV/AIDS Legal Network, International HIV/AIDS Alliance, Open Society

Institute

http://www.aidslaw.ca/site/wp-

content/uploads/2013/04/Greater+Involvement+-+Bklt+-+Drug+Policy+-

+ENG.pdf

Plus, here is a 1-page version of what is included in the reading:

Nothing About Us Without Us – A manifesto by people who use illegal

drugs (poster)

© 2008 Canadian HIV/AIDS Legal Network, International HIV/AIDS

Alliance, Open Society Institute and International Network of People

Who Use Drugs.

http://www.aidslaw.ca/site/wp-content/uploads/2013/04/GrtrInv-

intl_manifesto-ENG.pdf

FEANSA. Shared Values for Participation Principles, planning and

evaluation for participation of people who are homeless. European

Federation of National Organisations working with the Homeless

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http://www.feantsa.org/spip.php?action=acceder_document&arg=205

8&cle=52e56c9b3ba5e433bd13ae2cc70100960b98320f&file=pdf%2

Ffinal_shared_values_participation_en.pdf

Ontario Women’s Health Network. (2009). Inclusion Research Handbook.

Toronto: OWHN. http://www.owhn.on.ca/inclusionhandbook.htm

Rainbow Health Ontario. (2012). Community-Based Research with LGBTQ

Communities.

http://www.rainbowhealthontario.ca/wp-

content/uploads/woocommerce_uploads/2012/10/COMMUNITY-

BASEDRESEARCHWITHLGBTCOMMUNITIES_E.pdf

York University; Canadian Observatory on Homelessness (2010).

Guidelines for Conducting Research with People who are Homeless.

http://www.homelesshub.ca/sites/default/files/ldnsjytd.pdf

Vancouver Native Health Society’s Research Committee Charter

http://www.vnhs.net/downloads/charter-finalized-2.pdf

Unit 11: The ethical researcher

Readings:

Berg, B., Hewson, J., & Fotheringham, S. (2012). Collaborating to Explore

Social Work Research Ethics. Canadian Social Work. Volume 14 (1), 11-26.

https://www.researchgate.net/profile/Sarah_Fotheringham/publication/26210

5511_Collaborating_to_Explore_Social_Work_Research_Ethics/links/00b4

9536a934e0a09a000000.pdf

Or, http://www.casw-acts.ca/en/canadian-social-work-journal-fall-2012-

volume-14-1

King, J. R., & Stahl, N. (2015). Revisiting Ethics Updating Earlier Beliefs

with a Queer Exemplar. Qualitative Inquiry, 21(2), 184-193.

http://qix.sagepub.com/content/21/2/184.full.pdf+html

Additional Resources:

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First Nations Health Authority. Resources for Academics Interested in First

Nations Research.

http://www.fnha.ca/what-we-do/research-knowledge-exchange-and-

evaluation/researcher-guides

First Nations Information Governance Centre. (2011). First Nations

Regional Health Survey (RHS) Best Practice Tools for OCAP Compliant

Research http://fnigc.ca/sites/default/files/RHSBestPracticeBooklet.pdf

Ethical guidelines | VIPIRG http://www.vipirg.ca/ethical-guidelines/

Runnels, V., Hay, E., Sevigny, E., & O’Hara, P. (2009). The ethics of

conducting community-engaged homelessness research. Journal of

Academic Ethics, 7(1-2), 57-68.

http://link.springer.com/article/10.1007/s10805-009-9083-2#page-2

Unit 12: Action research and KTE (knowledge translation and exchange)

Readings:

Wilson – Research is Ceremony –Chapter 6 (pgs: 97-125)

CIHR. (2009). Aboriginal Knowledge Translation: Understanding and

Respecting the Distinct Needs of Aboriginal Communities in Research.

http://www.cihr-irsc.gc.ca/e/41392.html

School Notes:

Course Experience Survey (CES): I value your feedback on this course. Towards

the end of every course at the University of Victoria, all students will have the

opportunity to complete a brief, anonymous, online survey on their experience as a

student in the course. The purpose of the CES is to provide feedback to the

instructor, the department and the university as a means to improve and sustain the

quality of teaching, course design, and program development. The University

regards it as a student’s responsibility to provide such feedback in order to support

the constant improvement of programs for future students. Instructions to students

will be provided for each course to obtain access to the survey via laptop, tablet, or

mobile device.

Request for Accommodation: Please note that if you need assistance in order to

fully participate and complete the assignments due to disability or for any other

20 Sample Outline 2016 School of Social Work - University of Victoria

reason, you need to discuss this with your assigned instructor at the outset of the

course or as soon as possible. The Resource Centre for Students with a Disability

(RCSD) staff are available by appointment to assess specific needs, provide

referrals and arrange appropriate accommodations http://rcsd.uvic.ca/. The School

of Social Work's Policy for People with Disabilities can be viewed at the following

link: http://socialwork.uvic.ca/policies/pwdis.htm. School policies on

accommodation, grading, submitting assignments, participation, course evaluation,

grading, etc. can be accessed at

www.uvic.ca/hsd/socialwork/current/msw/policies/index.php. Please also note

Faculty of Graduate Studies policies that apply to all graduate students

http://web.uvic.ca/calendar2014-09/GRAD/index.html.

Policy on late assignments: Please note that generally no extensions are given on

any of the assignments in the course unless the student has accommodations. A

student who is unable to meet an assignment deadline due to illness, accident, or

family affliction, may be eligible for an extension. Unless a student negotiates with

an instructor prior to the deadline, a penalty for late assignments will be applied.

Please see the School’s policies regarding late assignments and late penalties.

Plagiarism and academic integrity: Plagiarism involves using other people’s

work without due acknowledgement, irrespective of the site where the author’s

work is published. Plagiarism may be done deliberately or unwittingly. Either way,

it constitutes a serious act of academic misconduct and will result in failure in the

course. If you may be unclear about what constitutes plagiarism and how you

might prevent it from occurring, consult the Policy on Academic Integrity at

http://web.uvic.ca/calendar2005/FACS/UnIn/UARe/PoAcI.html.

Other Policies: Please access the following links for policies on accommodation,

assessment of student learning, submitting assignments, attendance and

participation, course challenge, course evaluation, and grading:

http://socialwork.uvic.ca/policies