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<h2><strong>Scientific Collaboration in Ecology and Evolution</strong></h2> <h1></h1> <h4><strong>Instructors</strong></h4> <ul> <li> <p>Kerri Finlay (Associate Professor, University of Regina)</p> <ul> <li>kerri &lt;dot&gt; finlay &lt;at&gt; uregina &lt;dot&gt; ca &lt;/dot&gt;&lt;/at&gt;&lt;/dot&gt;</li> </ul> </li> <li> <p>Postdocs and TAs from the Living Data Project</p> </li> </ul> <h1></h1> <h4><strong>Course Description</strong></h4> <p>This course puts into practice recent research on effective team science, teaching skills to optimize collaboration, including: cross-discipline communication, meeting facilitation, conflict resolution, team workflow, digital collaboration, authorship, and working group organization. Particular attention will be paid to participant diversity and acknowledging power imbalances, negotiating roles, and cross-cultural communication.</p> <h1></h1> <h4><strong>Meeting Times</strong></h4> <p><strong> </strong>These times reflect the switch to Standard Time (excluding SK) on November 1st.**<br> - 9:00 am - 10:30 am PST (British Columbia) - 11:00 am - 12:30 pm CST (Saskatchewan/Manitoba) - 12:00 noon - 1:30 pm EST (Ontario/Quebec) </p> <p><strong>Week 1</strong>: Tues Nov. 03, Thurs Nov. 05<br> MID-SEMESTER BREAK (Remembrance Day; Fall Break)<br> <strong>Week 2</strong>: Tues Nov. 17, Thurs Nov. 19 <br> <strong>Week 3</strong>: Tues Nov. 24, Thurs Nov. 26<br> <strong>Week 4</strong>: Tues Dec. 01, Thurs Dec. 03 </p> <h1></h1> <h4><strong>Delivery format</strong></h4> <ul> <li>8 sessions, 1.5 hours per session</li> <li>Sessions are delivered as mini-workshops, typically including an introductory lecture component, followed by hands-on activities </li> </ul> <h1></h1> <h4><strong>Required materials</strong></h4> <ul> <li>Personal computer with videoconferencing ability</li> <li>Internet access </li> </ul> <p><strong>NOTE</strong>: We focus on the use of open-source and free software and tools to maximize accessibility </p> <h1></h1> <h4><strong>Online Resources</strong></h4> <p>All materials for this course will be available through the <a href="" rel="nofollow">OSF site for the Living Data Project</a>. Here you can find pre-reading materials, lecture slides and recordings, additional resources, and details on how to coordinate and communicate with your groups.</p> <h1></h1> <h4><strong>Assessment</strong></h4> <p>Students will be assigned to groups with members from across all participating universities, and assigned the task to develop and submit a full CIEE working group proposal. This assignment will require the application of lessons learned throughout the CREATE courses - if you have not taken all four courses, contribute based on your strengths! One grade will be awarded to the entire group.</p> <p>Individual students will additionally submit personal reflections the content of this course. In these assignments, students will reflect on what they learned in the lectures and discussions, address what worked, and what didn’t work in their collaborative effort, how they felt their personal strengths and weaknesses contributed to the final proposal, and what they would do differently when participating in the next iteration of collaborative science. </p> <ul> <li> <p><strong>Personal Reflections</strong> (individual) = 25% </p> <ul> <li>Complete <strong>at least 4 of 5</strong> throughout the course</li> <li>Due dates: Nov. 06, Nov. 16, Nov. 20, Nov. 27, Dec. 04</li> <li>See: <a href="" rel="nofollow">assignment description and rubric</a></li> </ul> </li> <li> <p><strong>CIEE Working Group Proposal</strong> (group project) = 75%</p> <ul> <li>Due date: Dec. 10</li> <li>See: <a href="" rel="nofollow">assignment description and rubric</a>; <a href="" rel="nofollow">example proposals</a></li> </ul> </li> </ul> <h1></h1> <h4><strong>Workload</strong></h4> <p>We anticipate the outside class time commitment to be in line with other 1 credit courses. This will include readings and some preparatory activities in advance of sessions (1 hr per session). Outside work on assignments and group project may take an additional 15-25 h total. </p> <h1></h1> <h4><strong>Logistics</strong></h4> <p>For help on course material, students are encouraged to contact their primary mentor as follows (but if you cannot reach then, feel free to contact another instructor): </p> <ul> <li><strong>UBC-V and Regina</strong>* - Ellen Bledsoe<br> (ellen &lt;dot&gt; bledsoe &lt;at&gt; uregina &lt;dot&gt; ca)&lt;/dot&gt;&lt;/at&gt;&lt;/dot&gt;</li> <li><strong>UdeM, SFU, Toronto, McGill</strong>* - Joey Burant<br> (jburant &lt;at&gt; uoguelph &lt;dot&gt; ca) &lt;/dot&gt;&lt;/at&gt;</li> <li><strong>UBC-O</strong> - Mauro Sugawara<br> (sugawara &lt;at&gt; zoology &lt;dot&gt; ubc &lt;dot&gt; ca) &lt;/dot&gt;&lt;/dot&gt;&lt;/at&gt;</li> <li><strong>Carleton, Manitoba, UQAM</strong> - Bruno Carturan<br> (bruno &lt;dot&gt; carturan &lt;at&gt; ubc &lt;dot&gt; ca)&lt;/dot&gt;&lt;/at&gt;&lt;/dot&gt;</li> </ul> <p>*<em>including students doing transfer credits via these institutions</em></p> <p>Participation in this course requires adherence to the Living Data Project <a href="" rel="nofollow">Code of Conduct</a></p> <p>We have set-up a <strong>course chat forum</strong> and an <strong>assignment submission portal</strong> on OSF. This is the preferred platform, but the instructional team can also accommodate students who prefer not to use OSF. Instructions on how to set-up and use OSF for these purposes is found <a href="" rel="nofollow">here</a> and we are happy to help you with any questions. </p> <p><strong>International students at UBC</strong> are directed to read <a href="" rel="nofollow">this</a> statement</p> <hr> <h3><strong>Approximate schedule of topics and activities (8 sessions)</strong></h3> <hr> <p><code>This schedule was last updated on 3 December 2020</code></p> <hr> <h4><strong>Session 1: Nov. 3rd</strong></h4> <p><strong>Required pre-session readings:</strong></p> <p><strong>Note for students</strong>: PDFs of suggested and required pre-readings are available in the <a href="" rel="nofollow">"Session materials - private" folder</a> within the Course Communications component.</p> <p><strong>You don't <em>need</em> to read all of these. Please be sure to read at least the paper that you were assigned (see email).</strong></p> <ul> <li>Baker, B. (2015). The science of team science: an emerging field delves into the complexities of effective collaboration. <em>BioScience</em>. <a href="" rel="nofollow">PDF</a></li> <li>Bennett, L.M., and Gadlin, H. (2012). Collaboration and team science: from theory to practice. <em>Journal of Investigative Medicine</em>. <a href="" rel="nofollow">PDF</a></li> <li>Cheruvelil, K.S., Soranno, P.A., Weathers, K.C., Hanson, P.C., Goring, S.J., Filstrup, C.T., and Read, E.K. (2014). Creating and maintaining high-performance collaborative research teams: the importance of diversity and interpersonal skills. <em>Frontiers in Ecology and the Environment</em>. <a href="" rel="nofollow">PDF</a></li> <li>Halpern, B.S., Berlow, E., Williams, R., Borer, E.T., Davis, F.W., Doson, A., Enquist, B.J., et al. (2020). Ecological synthesis and its role in advancing knowledge. <em>BioScience</em>. <a href="" rel="nofollow">PDF</a></li> <li>Hampton, S.E., and Parker, J.N. (2011). Collaboration and productivity in scientific synthesis. <em>BioScience</em>. <a href="" rel="nofollow">PDF</a></li> </ul> <p><strong>In-session:</strong></p> <ol> <li> <p><strong>Introductions</strong> (Kerri Finlay; 15 min)</p> <ul> <li>Introduction to instructors, postdocs, and teaching assistants </li> <li>Code of Conduct: respectful participation in the Living Data Project modules</li> <li>Overview of the course and expectations around activities and assignments</li> <li>Refer to web resources, including instructions for assignment submission etc.</li> <li>Inform students of privacy requirements and precautions</li> </ul> </li> <li> <p><strong>Brief introduction to OSF</strong> (Ellen Bledsoe; 5 min)</p> <ul> <li>See: <a href="" rel="nofollow">instructions for setting up OSF</a></li> </ul> </li> <li> <p><strong>Lecture</strong> (Mary O'Connor; 20 min)</p> <ul> <li>Introduction to CIEE working groups</li> <li>See: <a href="" rel="nofollow">session 1 lecture slides</a></li> </ul> </li> <li> <p><strong>Activities</strong> (40-45 min)</p> <ul> <li>Break-out groups: discussion of collaborative/team science (25 min)</li> <li>Class discussion (15-20 min)</li> <li>See: <a href="" rel="nofollow">session 1 pre-readings</a>; The Five Dysfunction of Team <a href="" rel="nofollow">introduction</a> and <a href="" rel="nofollow">assessment</a></li> </ul> </li> </ol> <p><strong>Suggested follow-up readings:</strong></p> <ul> <li>Sumerau, J.E. (2016). <a href="" rel="nofollow">Creating strong scholarly relationships</a>. <em>Inside Higher Education</em>.</li> </ul> <hr> <h4><strong>Session 2: Nov. 5th</strong></h4> <p><strong>Required pre-session readings:</strong></p> <p><strong>Note for students</strong>: You don't need to read all of these! Please be sure to read at least the paper that you were assigned (based on last names):</p> <ul> <li><strong>Surnames A to D</strong> (+ Bruno)<br> Stemwedel, J.D. (2010). <a href="" rel="nofollow">What to do when your coauthor doesn't return your calls</a>. <em>Science Blogs</em>.</li> <li><strong>Surnames E to Ki</strong> (+ Joey)<br> Brown, M. (2009). <a href="" rel="nofollow">The problem with science</a> (when collaborations fracture). </li> <li><strong>Surnames Ki to P</strong> (+ Ellen)<br> Laskowski, K. (2020). <a href="" rel="nofollow">What to do when you don't trust your data anymore</a>. Blog post. </li> <li><strong>Surnames P to Z</strong> (+ Mauro)<br> COPE (2014). <a href="" rel="nofollow">Case number 14-02: co-author fails to respond to request to confirm authorship</a>.</li> </ul> <p><strong>Suggested pre-session readings:</strong></p> <ul> <li>Albert, T., and Wagner, E. (2003). How to handle authorship disputes: a guide for new researchers. <em>The COPE Report 2003</em>. <a href="" rel="nofollow">PDF</a></li> <li>Phillippi, J.C., Likis, F.E., and Tilden, E.L. (2017). Authorship grids: practical tools to facilitate collaboration and ethical publication. <em>Research in Nursing and Health</em>. <a href="" rel="nofollow">PDF</a></li> </ul> <p><strong>In-session:</strong></p> <ol> <li> <p><strong>Q & A / Admin</strong> (5 min) </p> <ul> <li>Address questions </li> </ul> </li> <li> <p><strong>Lecture</strong> (Diane Srivastiva; 25 min)</p> <ul> <li>Authorship, equity, and ethics</li> <li>Authorship contracts and rubrics</li> <li>See: <a href="" rel="nofollow">session 2 lecture slides</a></li> </ul> </li> <li> <p><strong>Activities</strong> (50 min)</p> <ul> <li>Break-out groups: COPE cases; group decisions on authorship</li> <li>See: <a href="" rel="nofollow">session 2 pre-readings</a></li> </ul> </li> </ol> <p><strong>Suggested follow-up readings:</strong></p> <ul> <li>Liboiron, M., Ammedolia, J., Winsor, K., Zahara, A., Bradshaw, H., and Melvin, J. (2017). Equity in author order: a feminist laboratory's approach. <em>Catalyst</em>. <a href="" rel="nofollow">PDF</a></li> </ul> <hr> <h4><strong>Session 3: Nov. 17th</strong></h4> <p><strong>In-session:</strong></p> <ol> <li> <p><strong>Q & A / Admin</strong> (5 min) </p> <ul> <li>Address questions </li> </ul> </li> <li> <p><strong>Lecture</strong> (Roxane Maranger; 25 min)</p> <ul> <li>Know yourself and your role: tools for team management</li> <li>See: <a href="" rel="nofollow">session 3 lecture slides</a></li> </ul> </li> <li> <p><strong>Activities</strong> (50 min)</p> <ul> <li>Break out groups to discuss working group proposals</li> <li>Solo = come up with 3 questions</li> <li>Break 1 = meet 1-2 members of your group; discuss your questions and agree on 3 to carry forward</li> <li>Break-out 2 = meet the rest of your group; introduce yourselves, discuss potential questions, exchange contact information</li> <li>Whole class discussion: what questions did you come up with?</li> </ul> </li> </ol> <hr> <h4><strong>Session 4: Nov. 19th</strong></h4> <p><strong>Pre-session readings:</strong></p> <ul> <li></li> </ul> <p><strong>In-session:</strong></p> <ol> <li> <p><strong>Q & A / Admin</strong> (5 min) </p> <ul> <li>Address questions </li> </ul> </li> <li> <p><strong>Lecture</strong> (Roxane Maranger; 25 min)</p> <ul> <li>Team meeting structure, discussion, moderation, and maintaining momentum</li> <li>See: <a href="" rel="nofollow">session 4 lecture slides</a></li> </ul> </li> <li> <p><strong>Activities</strong> (50 min)</p> <ul> <li>Project groups: develop/discuss content of working group proposal</li> <li>Individual: reflect on which skills worked/need more work</li> <li>See: <a href="" rel="nofollow">session 4 pre-readings</a></li> </ul> </li> </ol> <hr> <h4><strong>Session 5: Nov. 24th</strong></h4> <p><strong>Pre-session materials:</strong> - <strong>Required</strong>: Take one of the implicit bias tests on <a href="" rel="nofollow">Harvard's Project Implicit site</a>. You can choose any test you'd like. - We also encourage you to skim the <a href="" rel="nofollow">Allyship Terminology & References document</a></p> <p><strong>In-session:</strong></p> <ol> <li> <p><strong>Q & A / Admin</strong> (5 min) </p> <ul> <li>Address questions </li> </ul> </li> <li> <p><strong>Lecture</strong> (Rachel Germain; 20-30 min)</p> <ul> <li>Diversity, equity, and power balance in working groups; how to develop self-confidence in science</li> <li>See: Germain, R. (2020). <a href="" rel="nofollow">A raspberry of an idea: how to do inspired science as a group</a>. <em>Dyanmic Ecology</em>.</li> </ul> </li> <li> <p><strong>Discussion</strong> (20 min)</p> <ul> <li>Project groups: discuss results of implicit bias tests and how equity, diversity, and inclusion (EDI) will be addressed in your working group proposal</li> </ul> </li> <li> <p><strong>Lecture</strong> (Ellen Bledsoe, 20 min)</p> <ul> <li>Actionable allyship skills (pre-emptive and reactive)</li> <li>See: <a href="" rel="nofollow">Ellen's lecture slides</a></li> </ul> </li> <li> <p><strong>Discussion</strong> (10-20 min)</p> <ul> <li>Full class: any questions for Rachel or Ellen; any questions about working group proposals (EDI supplement or otherwise)</li> </ul> </li> </ol> <p><strong>Working Group Proposal Meetings</strong> (optional): If your group would like to have a meeting with Kerri (and likely some postdocs/TAs), please sign-up <a href="" rel="nofollow">here</a></p> <hr> <h4><strong>Session 6: Nov. 26th</strong></h4> <p><strong>Pre-session readings:</strong></p> <ul> <li>Wong, C., Ballegooyen, K., Ignace, L., Johnson, M.C., and Swanson, H. (2020). Towards reconciliation: 10 calls to action for natural scientists working in Canada. <em>Facets</em>. <a href="" rel="nofollow">PDF</a></li> </ul> <p><strong>In-session:</strong></p> <ol> <li> <p><strong>Q & A / Admin</strong> (5 min) </p> <ul> <li>Address questions </li> </ul> </li> <li> <p><strong>Lecture</strong> (Kallie Wood; 25 min)</p> <ul> <li>Collaborating and working with Indigenous groups</li> <li>See: <a href="" rel="nofollow">session 6 lecture slides</a></li> </ul> </li> <li> <p><strong>Activities</strong> (50 min)</p> <ul> <li>Project groups: discuss opportunities for incorporating Indigenous ways of knowing and Indigenous stakeholders into your working group</li> <li>See: <a href="" rel="nofollow">session 6 pre-readings</a></li> </ul> </li> </ol> <p><strong>Additional Resources</strong> - LDP's <a href="" rel="nofollow">Land Acknowledgment</a> - <a href="" rel="nofollow">Native Land Map</a> - Converging Pathways <a href="" rel="nofollow">Resources Page</a></p> <hr> <h4><strong>Session 7: Dec. 1st</strong></h4> <p><strong>Suggested Pre-readings</strong></p> <p><a href="" rel="nofollow">Contemporary authorship guidelines fail to recognize diverse contributions in conservation science research</a></p> <p><strong>In-session:</strong></p> <ol> <li> <p><strong>Q & A / Admin</strong> (5 min) </p> <ul> <li>Address questions </li> </ul> </li> <li> <p><strong>Lecture</strong> (Dom Roche; 25 min)</p> <ul> <li>Collaborating outside academia</li> <li>Government, industry, NGOs, and non-profits</li> <li>See: <a href="" rel="nofollow">session 7 lecture slides</a></li> </ul> </li> <li> <p><strong>Discussion</strong> (15-20 min)</p> <ul> <li>Should all contributors in a collaboration should be co-authors?</li> </ul> </li> <li> <p><strong>Discussion with Steve Cooke</strong> (30 min)</p> </li> </ol> <p><strong>Additional Resources:</strong></p> <ul> <li><a href="" rel="nofollow">Citations show academic and non-academic researchers 'win' when they collaborate</a>. <em>Science Daily</em>.</li> <li><a href="" rel="nofollow">Involving non-academic partners at all relevant stages of the research process can drive knowledge and understanding</a>. <em>London School of Economics</em>.</li> <li><a href="" rel="nofollow">How to have difficult conversations: 5 practical tips for better academic-practitioner research collaborations</a>. <em>Oxfam Blogs</em>.</li> <li>Roberts, B. (2019). <a href="" rel="nofollow">Why collaborating with industry can provide a career boost</a>. <em>Nature</em>.</li> </ul> <hr> <h4><strong>Session 8: Dec. 3rd</strong></h4> <p><strong>In-session:</strong></p> <ol> <li> <p><strong>Q & A / Admin</strong> (5 min) </p> <ul> <li>Address questions </li> </ul> </li> <li> <p><strong>Lecture</strong> (Brian McQuinn; 25 min)</p> <ul> <li>Conflict resolution</li> <li>Navigating disagreements in professional relationships</li> <li>See: <a href="" rel="nofollow">session 8 lecture slides</a></li> </ul> </li> <li> <p><strong>Activities</strong> (50 min)</p> <ul> <li>Project groups: finalize working group proposals</li> </ul> </li> </ol> <p><strong>Additional Resources</strong></p> <ul> <li>Madden & McQuinn (2014). Conservation's blind spot: the case for conflict transformation in wildlife conservation. <em>Biological Conservation</em>. <a href="" rel="nofollow">PDF</a></li> <li><a href="" rel="nofollow">Conflict Analysis and Conflict Resolution</a></li> </ul> <hr> <p><strong>Meeting Topics:</strong> </p> <p><strong>Week 1</strong> - Why not just do it yourself ? In this first meeting we will ask the question of why we should collaborate. What are the pros and cons of academic collaboration, are there times when we should be working alone? We will do a little historical overview of different successful collaborative models that emerged over the past 2 decades and reflect on their main contributions and whether we can extract any generalities among them. </p> <p><strong>Week 2</strong> - Working group organization For the second week we will dive deeper into the different steps involved in organizing and managing a working group. We will address issues related to discussion moderation, skills development, emotional quotient, maintaining momentum and conflict resolution.</p> <p><strong>Week 3</strong> - Diversity, inequality and power imbalance Being part of a working group is often a tremendous career opportunity, thus we need to ensure equality of chances and not base participation uniquely on association to the right people. We will reflect on those issues as well as on proposing tools to solve them. </p> <p><strong>Week 4</strong> - Working groups in practice By week 4 you will have your groups assembled, and ideas generated for your working group proposal. During this week, you will spend your time with your groups applying what you’ve learned to date, and finalizing your working group proposal. Post-doc assistants and instructors will be on hand to work with groups to fine-tune the details for the final submission.</p>
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