Community Engagement and Program Science CHSC 7610 Syllabus

Community Engagement and Program Science CHSC 7610 Syllabus Instructor: Dr. Derek Konrelsen Phone: (204) 789 3531 Email: derek.kornelsen@umanitoba.ca Office Hours: By appointment. Please send an email to Dr. Kornelsen to set up a time for a phone/skype meeting. Course Description This course will provide participants a theoretical and practical introduction to the program science, and to the principles of effective an ethical community engagement in health research. An emphasis will be placed on, 1. The strengths of program science as an approach that bridges the research and implementation gap 2. The importance of effective and ethical community engagement processes in health research 3. The application of this knowledge to your QES or thesis research plans. Course Objectives: After successfully completing this course, students will be able to, Describe the tenet of program science and apply these to their own project/research; and Explain the importance of community/stakeholder engagement and knowledge translation in research; Give an effective PowerPoint presentation that summarizes a project; and Have developed a sense of community with fellow QES participants. 1

Setting up your computer ADOBE ACROBAT To view or print a document in PDF format, you need a PDF viewer (Adobe Acrobat). If you have not already done so, you can download the Adobe Acrobat Reader for free. NOTE: For printing, your printer driver needs to be configured for printing to a PostScript Level 1 printer. Windows: Select "Level 1" in the PostScript options section of the Acrobat Exchange or Reader print dialog. Macintosh: In the Chooser, select your printer driver. Then select your printer and click the Setup button. Follow any on-screen dialogs that may appear. Course Content The course contains 6 units. Each unit will be accompanied by detailed instructions to help you navigate the content and complete the learning and assessment activities. An overview of the topics is provided in the following table: Topic Unit Overview of the Course 1 Introduction to Program Science 2 Strategies for Engagement 3 Research Ethics 4 Program Science, Community Empowerment and Ethics: how do the puzzle pieces fit? 5 Communicating Research 6 You are strongly encouraged to follow the suggested order, since each unit serves as the foundation for the following one. Course Materials Required readings are identified in the syllabus. Most are open access, others will be available either by provided PDF files or obtained through the University of Manitoba library database. 2

Required videos will be online. It is expected that you will watch the videos in their entirety. Additional Readings: As needed for the successful completion of assignments. Unit 1 1. Jan 18-24, 2017 Overview of the Course 2. Jan 25-31, 2017 Introduction to Program Science 3. Feb 1-7, 2017 Strategies for Engagement Readings https://onlinelearninginsights.wordpress.com/2012/09/28/five-step-strategyfor-student-success-with-online-learning/ Aral, S. O., & Blanchard, J. F. (2012). The Program Science initiative: improving the planning, implementation and evaluation of HIV/STI prevention programs. Sex Transm Infect, 88(3), 157-159. doi: 10.1136/sextrans-2011-050389 Aral, S. O., & Cates, W., Jr. (2013). Coverage, context and targeted prevention: optimizing our impact. Sex Transm Infect, 89(4), 336-340. doi: 10.1136/sextrans-2012-050707(Aral & Blanchard, 2012; Aral & Cates, 2013) South Australia Health and Medical Research Council 2014, Wardliparingga: Aboriginal research in Aboriginal hands, South Australian Aboriginal Health Research Accord, companion document, SAHMRI: Adelaide, SA. Lavery1JV, Tinadana PO, Scott TW, Harrington LC, Ramsey JM, Ytuarte- Nun C, James AA, 2010, Towards a framework for community engagement in global health research http://ac.els-cdn.com/s1471492210000425/1-s2.0- S1471492210000425-main.pdf?_tid=b41b1eba-23fc-11e5-b90b- 00000aacb362&acdnat=1436200576_11f95096af3cac5d1d6b8b78775d79e9 Boffa J, King M, McMullin K, Long R, 2011, A process for the inclusion of Aboriginal People in health research: Lessons from the Determinants of TB Transmission project, social Science and Medicine, 72: 733-38 http://ac.els- cdn.com/s0277953611000141/1-s2.0-s0277953611000141- main.pdf?_tid=845030b6-23fd-11e5-a22a- 00000aacb35e&acdnat=1436200925_a696e1ac529e6339cca5103b6b633bfe 1 Dates and time are based on Central Time Zone (UTC-06:00) 3

Unit 1 4. Feb 8-14, 2017 Ethics in Research Readings Anderson EE, Solomon S, Heitman Vanderbilt E, DuBois JM, Fisher CB, Kost RJ, Lawless ME, Ramsey C, Jones B, Ammerman A, Friedman Ross L 2015, Research Ethics Education for Community-Engaged Research: A Review and Research Agenda, Journal of Empirical Research on Human Research Ethics, pp. 3 19, http://jre.sagepub.com/content/7/2/3.full.pdf+html Chantler T, Otewa F, Onyango P, Okoth B, Odhiambo F, Parker P, Wenzel Geissler P 2013, Ethical challenges that arise at the community interface of health research: village reporters experiences in western Kenya, Developing World Bioethics ISSN 1471-8731 (print); 1471-8847 (online) doi:10.1111/dewb.12023 Volume 13 Number 1 2013 pp 30 37 https://s3.amazonaws.com/objects.readcube.com/articles/downloaded/wiley/ 1bb536fb90821c8e07f5b177d472a431e8f33df997c8de84280870f06e3190da. pdf?awsaccesskeyid=akiaijzyfkh6apdft3ha&expires=143631360 0&Signature=2YOGcQbSFmnUZYut9zkfLKNnnOI%3D&response- content-type=application%2fpdf&salt=99d3d990-98d7-4361-aa0a- 05c8c8242ef4 Jamieson LM, Paradies YC, Eades S, Chong A, Maple-Brown L, Morris P, Bailie R, Cass A, Roberts-Thomson K, Brown A 2012, Ten principles relevant to health research among Indigenous Australian populations, MJA 197 (1) http://www.educating4equity.net/files/e4e/docs/jam11642_fm%20(1).pdf 5. Feb 15-28, 2017 Program Science, Community Empowerment and Ethics: how do the puzzle pieces fit? 6. Feb 29-Mar 1, 2017 Barrette, P. A. (2010). All aboard! Using community leaders to keep clinical researchers on track. In D. L. Streiner & S. Sidani (Eds.), When research goes off the rails: why it happens and what you can do about it (pp. 119-129). New York: The Guildford Press. Crockett, M., Avery, L., & Blanchard, J. (2015). Program science--a framework for improving global maternal, newborn, and child health. JAMA Pediatr, 169(4), 305-306. doi: 10.1001/jamapediatrics.2015.9 Sternberg RJ. (2002). On civility in reviewing. Observer 15[1], 1-3. http://www.psychologicalscience.org/observer/0102/prescol.html Communicating Research 4

Assignments and Evaluation In research, being able to write an effective proposal is a precious skill. For one, it is the only way to secure funding to conduct the research. All assignments selected for this class are building blocks to the writing of an effective proposal. Although the choice of a topic for your assignments is yours, I encourage you to focus on the research question(s) you plan to explore in your thesis, major paper, project or practicum. Evaluation (dates/times are Central Time Zone (UTC-06:00): Assignments Worth Total for the course Due 1. Student introductions 5% 5% Jan 22, by 11:55pm 2. PowerPoint presentation 20% 20% Feb 26, by 11:55pm 3. Final paper 25% 25% March 12, by 11:55pm 4. Weekly Participation (weeks 2 to 6) 5% per week 25% Evaluated based on each students level of participation in discussions and weekly reflections. 5. Weekly reflections, weeks 2-6 5% per question 25% Weeks 2-5, due Jan 29, Feb 5, Feb 12, Feb 26, by 11:55pm Numeric Grade to Letter Grade Conversion Letter A+ A B+ B C+ C D F Percentage 90+ 80-89 75-79 70-74 65-69 60-64 50-59 <50 Description of Assignments Format: APA format is required for all assignments. 1. Student introductions: Please write a one page introduction describing who you are, where you come from, your professional interests, etc. We also require a recent photo. In addition, we welcome short videos of yourself, family and community to help us learn who you are. Send all files to Course Mail. This material will be available for all course participants to review. 2. PowerPoint presentation: You are required to create a PowerPoint presentation on your proposed QES project or thesis if you are not a QES scholar. These will be posted to the class for 5

discussion. You are required to facilitate the discussion. Your presentation should include a) your purpose statement; b) questions or hypotheses, c) the design and measures you plan to use and why, d) ethical issues and how you plan to address them as well as e) possible outcomes/ contributions. To create a PowerPoint presentation, use the PowerPoint slides as if you were presenting in person to the class, and the PowerPoint notes page tool to insert the text that would be spoken in a presentation. Your notes page text should not exceed 3500 words. When you have completed your PowerPoint presentation, please submit it using the D2L course Dropbox. All students are expected to provide feedback on the presentations, highlighting strengths of the research design but also possible shortcoming and suggestions for improvements. Important: The readings assigned in module 6 provide insights as to how to and how not to do a respectful and helpful critique of someone else s work. Please read them carefully. If you do not have PowerPoint you can download the free program through OpenOffice (www.openoffice.org) which has equivalent slide software. 3. Final paper: You are required to write a 3000 words max (not including references) paper, integrating all comments and feedback you received on your PowerPoint presentation. APA formatting is required. 4. Weekly participation in discussions: Expectations and criteria: You must engage in weekly group discussions by posting a minimum of two, to-thepoint, reflective and on-topic entries per week. Be sure to post at least 2 rich messages on the discussion board. This means that you should be wrestling with a maximum of 3 concepts in one or more readings, making reference to these readings (as well as any you might pull in from outside the course), and where possible, applying this to or including insight on your own research in light of the readings. Remember, when you're short on time - quality, not quantity. Two posting of this nature will do much more for your grade than multiple small responses. That said, the frequent small postings are helpful both for yourself and your peers to feel you have a certain camaraderie and frequency of communication your posts are valuable. So don't stop these, particularly if you've got the time to do so. A minimum of 2 follow up postings will meet the requirement for follow up. Citations are important. Citing the readings you are drawing from is great, and ensure that we are all on the same page. Citing references external to the class enriches the discussion. A mix will get you full grades. Timeliness of postings: Online learning is different from in class learning, in that the conversation continues throughout the week. In grading postings, I look at the date and time of your postings. Full grades on timeliness are awarded to those who posted early and through the week. Those posting at the last minute on the last day (or on a single day), even of the number and quality of posts meet the above requirements, will lose grades on timeliness. 6

8. Weekly questions: You must email your weekly questions on topics provided. Expectations: I expect a concise (300 words max, enforced), in depth discussion of the question with references (not counted in word limit). 9. Assignment Grading Times: Assignments are due by 11:55pm on the Sunday of the Unit Week. This will allow other students to read your postings ahead of the class meeting times. It will also give me time to grade your work prior to the commencement of the following week. Grades will be returned on the first day of each Unit Week (Wednesdays). Important, what do I mean by the week : for the purpose of this course, the week begins on Wednesdays @ 8am, and ends on the following Tuesday @ 11:55 pm Central Time Zone (UTC-06:00). The modules will open on the week-ends, to allow you to get prepared. You can engage in conversations over the weekend, however I may not reply over the weekend. Important Dates **NOTE** Please review these dates as some have been revised due to the 2016 UMFA strike action. Winter term start: January 18, 2017 Registration Revision deadline: January 31, 2017 Mid Term Break: February 21-24, 2017 Voluntary Withdrawal Deadline: March 31, 2017 Classes end: April 21, 2017 Examination period: April 22-29, 2017 Special Needs We encourage students with disability-related special needs to participate in our programs. If you are experiencing difficulties with your studies or assignments, or have a disability or illness which may affect your course of study, please discuss these issues with a counselor in one of the following Student Affairs offices as soon as possible: Student Accessibility Services, 155 University Center, 001-204-474-6213 (voice), 001-204-474-9790 Learning Assistance Center, 201 Tier Building, 001-204-480-1481. Student Counselling and Career Centre, 474 University Center, 001-204-474-8592. 7

Academic Integrity Please acquaint yourself with the University s policy on plagiarism, cheating, and examination impersonation as detailed in the General Academic Regulations and Policy section of the University of Manitoba Undergraduate Calendar. Note: These policies are also located in your Distance and Online Education Student Handbook or you may refer to Student Affairs at http://www.umanitoba.ca/student. 8

Acknowledgements Content specialist: Josée Lavoie, PhD is the Director of the Centre for Health Research at the University of Manitoba. Dr Lavoie s program of research is located at the interface between policy and Indigenous health services, with a focus on contracting, accountability, responsiveness in rural and remote communities. She is particularly interested in how western and indigenous knowledge systems interface in the provision of health services in Indigenous communities. She is extensively published in the areas of contact theory, assessing the performance of on-reserve primary healthcare services, and Indigenous health policy (Canada, Australia, New Zealand, Norway, Colombia). She maintains on-going partnerships with the British Columbia First Nations Health Authority and the Assembly of Manitoba Chiefs. She is actively engaged in collaborations in Australia and New Zealand, and in circumpolar countries (Canada, Norway). Marissa Becker MD, FRCPC, MSc, is an Assistant Professor in the Centre for Global Public Health at the University of Manitoba, Departments of Medicine, Medical Microbiology and Community Health Sciences. She is also the Associate Director of the Manitoba HIV Program. Dr. Becker has been awarded the Manitoba Health Research Council/Manitoba Medical Services Foundation Clinical Research Professorship in Population Medicine as well as an Aubie Angel Young Investigator Award in Clinical Research. She is currently the recipient of a Canadian Institutes for Health Research New Investigator Award. Dr. Becker is currently working as an Infectious Diseases and HIV physician with the University of Manitoba and continues her HIV research program in Manitoba, India, Kenya and Ukraine. The goal of her research program is to understand, and work towards improving HIV risk, vulnerability and outcomes among marginalized populations at both the global level, and in Canada. Dr. Becker uses a Program Science framework to address two main research themes. The first focuses on understanding early HIV risk among vulnerable young girls and women in Kenya, 9

Ukraine and India. The second key theme is on understanding challenges and gaps in HIV care in Manitoba. Instructional designer: Web developer: Cheikh Ould Moulaye, PhD Distance and Online Education The University of Manitoba Joffer Distance and Online Education The University of Manitoba 10