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Course Syllabus GLIS 602 - Integrating Research and Practice Instructors: Michael Shulha and France Bouthillier

Wednesday 8h30-11h30 – Room McMed 1034

Course Description: Analysis of theoretical and applied research in information studies, reflection on implications for professional practice and achievement of a capstone project summarizing students’ experiences in their studies

Learning Outcomes:

At the end of the course, students will be able to:

1. Use self-reflective concepts for designing a professional portfolio ; 2. Understand key research concepts and methods to provide the rationale for information service-

related projects ; 3. Understand the key elements of project management strategies and tools, and of a project

proposal ;

4. Package and present diverse types of information to different audiences.

Course Goal and Assignment Overview

As an information professional, one of the most significant challenges you will face moving into the work world is communicating your unique value and the ways in which you are capable of contributing to an organization’s growth and success and/or to a community.

The overarching goal for this course is to give you an opportunity to develop the ability to communicate your value through two major assignments;

Assignment 1. (e)-portfolio (individual)

Communicating your unique value as an information professional

In this assignment you will be asked to reflect on the learning outcomes of the MISt program, the courses and projects you have completed during your degree and the ways they have contributed to your growth as an information professional.

This assignment will take the form of either a print or online document that;

Highlights how your education has contributed to the acquisition of valuable skills, with examples of real work to back it up;

Provides a nuanced and comprehensive view of who are you are as a professional, your long-term goals, your ethics, your values.

(please see details of this assignment on page 5)

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Assignment 2. Project Proposal and Presentation (in teams of 3-4)

Demonstrating ways you can contribute to the success and growth of an organization and/or a community

In this assignment you will work in groups of 3-4 to combine sound research and project management principles to create a succinct project proposal that could address an information-related problem. This assignment has two parts:

1. A written summary of the project proposal (4-5 pages)

2. A presentation (pitch) of your project to a panel of experts (10 min)

This assignment is meant to provide you with an opportunity to practice “pitching” a creative proposal for a project to time-limited decisions makers, who are deciding how to spend budgets and manage resources.

(please see details of this assignment on page 7)

Grading

1. Assignment 1 (e) portfolio: Percent of total grade (40%) 2. Assignment 2 Project Proposal and Presentation: Written component (40%) presentation (20%)

Course Content

Weekly Topics Outcomes / Class Activity Readings/Assignments

W1-Jan 13

Course overview Overview of the weekly topics, detailed walkthrough of example assignments.

Activity: Getting started – team building

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W2-Jan 20

Understanding the importance of reflection

What does reflection mean?

What are the key components?

Why is reflection an important skill in an information professional?

Supports Assignment 1

Nguyen, Q. D., Fernandez, N., Karsenti, T., & Charlin, B. (2014). What is reflection? A conceptual analysis of major definitions and a proposal of a five-component model. Medical Education, 48(12), 1176–1189. Rodgers, Carol. “Defining reflection: Another look at John Dewey and reflective thinking.” The Teachers College Record 104.4 (2002): 842-866.

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W3-Jan 27

Project management strategies and tools

Review of key elements of project management – how to plan, organize, manage and assess. WBS, Gantt Chart.

Activity: brainstorming in small groups about information-related and innovative projects

Supports Assignment 2

Richman, L. (2011). Successful Project Management. NY: American Management Association. E-book Gido, J. & Clemens, J.P. (2009). Successful Project Management. 4th edition Mason, OH: South Western Cengage Learning – HD69P75G53 –on reserve

W4-Feb. 3

Literature reviews revisited

What are the different types of literature reviews

What are the key components of a literature review

The quick and dirty approach to literature reviews

How to identify and scope a topic

How to search effectively

How to read critically and quickly

Supports Assignment 2

Grant, M. J., & Booth, A. (2009). A typology of reviews: an analysis of 14 review types and associated methodologies. Health Information and Libraries Journal, 26(2)

W5-Feb 10

Research methods Understanding different approaches to research

Why Qualitative Research?

Why Quantitative Research?

Why Mixed Methods?

Activity: Design of a research plan to develop a rationale justifying the importance of an information-related project

Supports Assignment 2

Sandelowski, M. (2000). Focus on research methods-whatever happened to qualitative description? Research in Nursing and Health, 23(4), 334–340.

Creswell, J. W., & VL, P. C. (2010). Designing and Conducting Mixed Methods Research (pp.53-106).

Thousand Oaks, CA: Sage. H62C6962 2007 – On reserve

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Feb 17

(e)-portfolio group sharing and discussions

Class will be divided into 4 groups for discussion of 45 minutes

In a small group discussion students will share their experiences of first attempts at completing elements of the e-portfolio, sharing common

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problems challenges at reflective practice

Supports Assignment 1

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Feb 24

Anatomy of a project plan

Answering the key questions: why this project? How to achieve it? What are the important resources?

Activity: Drafting an executive summary

Supports Assignment 2

Russell, L. (2007). 10 steps to Successful Project Management. Alexandria, VA: ASTD Press. E-book

March 2

Reading Break

W8-

March 9

Business vs Academic writing

Presentation Skills

Understanding the differences between academic and business writing

The basics of a good presentation

Supports Assignment 2

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W9-GS

March 16

Guest Speakers-A day in the life of pitching projects

Two panelists will discuss real world experiences of pitching project proposals in both private and public sector scenarios

Supports Assignment 2

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W10-MS

March 23

(e)-portfolio sharing and presentation

Class will be divided into 4 groups for discussion of 45 minutes

In a small group discussion students will share their experiences at completing the finished e-portfolio, sharing common problems challenges at reflective practice

Supports Assignment 1

Project proposal written component due

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March 30

Project proposal presentations

Groups will have 10 minutes to pitch there research projects to a committee of judges

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W12

April 6

Project proposal Presentations

Groups will have 10 minutes to pitch there research projects to a committee of three judges

(e) portfolio due

Assignments Details: Assignment 1: (e)-Portfolio

Objective: Using reflective approaches discussed in class, design a portfolio that highlights your major accomplishments as a student in the MISt program.

Content:

Short Biographical Introduction: This section should highlight key competencies as an information professional that you gained in the program. It should serve as a summary (elevator pitch) for the more detailed information included in your portfolio. (300 words)

Summaries: Demonstrate how you have met the MISt program learning outcomes by summarizing the curricular and extra-curricular activities, projects, and achievements you have completed in your time as a student. The portfolio is expected to include 3-5 summaries. Each summary should be between 300-500 words maximum. One summary may account for multiple learning objectives.

Each summary should include:

A brief summary of the activity and project,

The methods or approaches that were used

Your role

The MISt learning outcomes that were met

The skills and knowledge gained as information professional/person

Problems or difficulties you encountered and how you dealt with them

How you foresee using or applying the skills/knowledge gained in the future

Format: You must submit your portfolio either, as a pdf document or as link to a web based format e.g. website, sway etc.

Support: Students are encouraged to attend office hours with the instructors throughout the course to gain informal iterative feedback.

MIST Learning Outcomes Leadership: Apply key concepts of administration and management.

Students can apply management principles and techniques, including those related to project management.

Information Organization: Demonstrate the ability to organize recorded knowledge and information. Students can assess, organize and manage information and knowledge resources.

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User-Centred Information Service: Apply concepts related to information use and user needs and perspectives

Students can analyze information needs and user requirements at individual, organizational, and community levels to provide effective information services.

Research: Carry out research using research methods. Students can critically evaluate scholarly and professional literature and apply basic research

methods. Communication: Demonstrate excellent communication skills and the ability to create and convey effective content.

Students demonstrate communication, problem solving, and decision-making skills in a collaborative environment.

Technology: Demonstrate the ability to use information technology and digital tools effectively and apply technological knowledge and skills to practice.

Students can apply information and communication technology (ICT) concepts to designing, managing and evaluating information systems.

e-portfolio Evaluation Criteria

Criteria Outstanding A-A- Good B+-B Satisfactory-B- Unsatisfactory D -

Scope and Clarity

All learning outcomes are clearly addressed and strong connections are made to the content of the work described

All learning outcomes are addressed, however connections made to the work described could be improved

Only some outcomes are addressed and the connections to the work described are sometimes unclear

Few learning outcomes are addressed, work described is not aligned to learning outcomes

Depth of Reflection

The student’s role, personal growth and skills are succinctly and clearly described. Key components of reflective thinking as discussed in class are present in all summaries.

The student’s role personal growth and skills are described but maybe lacking in depth. Key components of reflective thinking as discussed in class are present in most summaries.

The student’s role personal growth and skills are not well described and detail/depth is missing. Few summaries address key components of reflective thinking as discussed in class

The student’s role personal growth and skills are almost entirely missing. No summaries address key components of reflective thinking as discussed in class

Visual and Textual Presentation

The portfolio is logically layed out with no spelling or grammatical errors. The portfolio is

The portfolio is logically layed out with no spelling or grammatical errors. The portfolio is

The portfolio is logically layed out with no spelling or grammatical errors. Visual presentation

The portfolio is frustrating to read and many spelling or grammatical errors are present.

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visually appealing and demonstrates care and originality in its presentation

visually adequate but does not enhance the content

is not well thought out and somewhat detracts from the content

Visual presentation is disorganized and haphazard.

Assignment Due Dates

Due date April 6th

Assignment 2: Project Proposal and Presentation (Groups of 3-4)

Objective: To design a project that would address an information-related problem

Part 1: Review and summarize relevant research literature for a potential project, in no more than 500 words provide a strong rationale explaining why your project is necessary. In no more than 350 words provide an overview of the research approach you would use to assess the impact of your project.

Part 2: Develop a plan addressing the various components of the project (no more than 750 words)

Market and/or community analysis;

Goals and objectives of the project;

Structure and implementation of the project – Work breakdown structure - Gantt Chart;

Budget/financial information; human resources; information technology resources;

Key marketing and communication strategies.

Deliverables:

1: A professionally packaged deliverable of the content developed in parts 1 and 2 of the assignment. (40%)

2: Group presentation of the project (10 minutes) (20%)

The objective of this part of the assignment is to simulate the often very small amount you may receive from decision makers who will decide whether or not to fund a project.

Your group will have 10 minutes to present the rationale and logistics of your proposed project and a panel will ask questions and provide critical feedback on the content of your proposal.

The panel will be composed of the course instructors as well as two additional professionals with a range of experience in pitching projects to government and private organizations, e.g. Quebec Provincial Government.

Only the course instructors will evaluate the proposal for grading purposes, the panel members will provide brief feedback.

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Evaluation criteria - Written component

Criteria Outstanding A-A- Acceptable B+-B Satisfactory-B- Unsatisfactory D -

Research Component

The state of current knowledge related to the domain of your research question is succinctly summarized, and linked with key LIS concepts or theory. The proposed research method is clearly described and is aligned with research questions

The state of current knowledge related to the domain of your research question is adequately summarized although some gaps are apparent. Key LIS theory is mentioned but the connection is less clear. The proposed research method is clearly described however may not fully align with research questions

The state of current knowledge related to the domain of your research question is not adequately summarized, key gaps are apparent. The proposed research method is adequately described however it does not align with research questions

The state of current knowledge related to the domain of your research question is not adequately summarized key gaps are apparent. LIS theory is not mentioned. The proposed research method is not adequately described and does not align with research questions

Project plan component

All the components of the requested plan are provided; all the components are adequately described and well related to the nature and goals and objectives of the project

One key component of the requested plan is missing; one key component is not adequately described or not well related to the nature and goals and objective of the project

More than one key components of the requested plan are missing; more than one key components are not adequalty described or not well related to the nature and goals and objective of the project

The plan fails to address the key component that are requested; the plan fails to provide enough information on how the project will be achieved

Visual and Textual Components

The deliverable is professionally packaged. The layout of content is clear and the language and terminology used

The deliverable is professionally packaged. They layout of content is clear but does contain some language that is

The deliverable is not appealing. The layout of content is disorganized and the language used is overly technical or ambiguous.

The deliverable is haphazardly assembled. They layout of content makes the proposal very unclear. No Visual

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Evaluation criteria - Presentation component

makes reading easier. Visual elements are used in creative ways to enhance the overall impact of the deliverable

difficult for non-subject matter experts. Visual elements are used in creative ways to enhance the overall impact of the deliverable

Visual elements are used in redundant ways and do not enhance overall impact of the deliverable

elements are used to enhance the overall impact of the deliverable

Criteria Outstanding A-A- Acceptable B+-B Unsatisfactory-B- Unsatisfactory D -

Presentation: Content

The presentation covers all pertinent points of the proposal, and respects the time limits imposed

The presentation covers most of the pertinent points of the proposal, and respects the time limits imposed

The presentation covers only some of the points of the proposal, and respects the time limits imposed

The presentation covers all very few of the important points of the proposal, and respects the time limits imposed

Presentation: Visual Aids/Preparation

Visual elements are used creatively to emphasize key points or the proposal

Visual elements are used creatively to emphasize key points or the proposal, however at times the presenters rely on text reading to complete the presentation

Visual elements are used however the presenters rely mostly of on text of slides to complete presentation

No creativity is displayed in the slides and text is the only element of the presentation

Presentation: Questions

The team members all equally capable of answering questions from the panel.

Most of the team members are capable of answering questions from the panel.

Only 1 or 2 members are capable of answering questions from the panel.

The team is unprepared to answer any question about the proposal

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Assignment Due Dates

The written component is due on March 23

Presentations will take place on March 30 and April 6

Academic Rights and responsibilities All students must be thoroughly familiar with the Student Rights and Responsibilities: http://www.mcgill.ca/students/srr/.

Written Work In accord with McGill University’s Charter of Students’ Rights, students in this course have the right to submit in English or in French any written work that is to be graded.

Students with Disabilities Students with disabilities are urged to contact the Office for Students with Disabilities at 514-398-6009.

Preparedness Planning In the event of extraordinary circumstances beyond the University’s control, the content and/or evaluation scheme in this course is subject to change.

Use of Mobile Computing and Communications Devices in Class The use of mobile computing and communications (MC2) devices must, in all cases, respect policies and regulations of the University:

The Code of Student Conduct and Disciplinary Procedures: http://www.mcgill.ca/files/integrity/ Code_of_Student_Conduct.pdf

The Policy Concerning the Rights of Students with Disabilities: http://www.mcgill.ca/files/ secretariat/Rights-of-Students-with-Disabilities-Policy-Concerning-the.pdf

The Policy on the Responsible Use of McGill IT Resources: http://www.mcgill.ca/files/secretariat/Responsible-Use-of-McGill-IT-Policy-on-the.pdf

Communicating Via Email and Other Channels In line with McGill’s Policy on E-Mail Communication with Students, any official McGill email sent to students will be addressed to their McGill UEA (Uniform E-Mail Address). It is the student’s responsibility to ensure that time-critical e-mail is accessed, read and acted upon in a timely fashion. The E-Mail Policy applies to all McGill students and to all McGill employees, who manage official communications with students. Please be advised that I send class-related emails to your McGill email account throughout the semester, including communications on instructions or tips for graded assignments, in-class activities, and other class-related business. Please be sure to check your email frequently. If you have any questions, concerns, or other topics you would like to discuss, you are welcome to contact me and arrange an appointment. If you have an urgent problem, the best way to get in touch with me is via email.

Integrity

"McGill University values academic integrity. Therefore all students must understand the meaning and consequences of cheating, plagiarism and other academic offences under the Code of Student Conduct and Disciplinary Procedures."

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Instructor-generated course materials (e.g., handouts, notes, summaries, exam questions, etc.) are protected by law and may not be copied or distributed in any form or in any medium without explicit permission of the instructor. Note that infringements of copyright can be subject to follow up by the University under the Code of Student Conduct and Disciplinary Procedures. No audio or video recording is allowed in class without the explicit permission of the instructor.

For assignments, reports, presentations, or whenever the words or ideas of others are used, sources must be properly quoted and cited. For in-text citations and reference lists for written work adopt the style conventions of the Publication Manual of the American Psychological Association (APA).

Class conduct This class follows McGill University policies, procedures and guidelines (http://www.mcgill.ca/secretariat/policies/students/).

The class policies listed above are not exhaustive. Specifically, in terms of conduct, both within and outside the classroom, students are encouraged to review The Handbook of Student Rights and Responsibilities (http://www.mcgill.ca/deanofstudents/rights/). Further, a list of all McGill policies and guidelines that directly address teaching at McGill may be found at: http://www.mcgill.ca/tls/teaching/policies

Copyright of Course Materials Instructor-generated course materials (e.g., handouts, notes, summaries, exam questions, etc.) are protected by law and may not be copied or distributed in any form or in any medium without explicit permission of the instructor. Note that infringements of copyright can be subject to follow up by the University under the Code of Student Conduct and Disciplinary Procedures. No audio or video recording is allowed in class without the explicit permission of this instructor.

Class Policy Statements Whenever you use the words or ideas of others, these should be properly quoted and cited. For

in-text citations and reference lists for your written work, unless you are specifically directed otherwise, you are required to adopt the style conventions of the Publication Manual of the American Psychological Association (APA), 6th Edition, and use it consistently.

Turn in written assignments by or at the beginning of the class on which the assignment is due.

Late written assignments are not accepted. The only exception for written assignments is for illness (whether your own or a member of your immediate family). In that event, a physician’s note is required.

Please note that any questions concerning the grading scale or any specific grade you receive on should be discussed first with this instructor. If you remain dissatisfied, then you may refer to the appeals process in the Charter of Student Rights in The Handbook of Student Rights and Responsibilities (http://www.mcgill.ca/deanofstudents/rights/).

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