Thursday, November 7
10:00 am to noon
All are welcome to a round-table discussion with
Ted Hewitt, Executive Vice President of SSHRC
Shauneen Pete, Education & Executive Lead, Indigenization
Louise Greenberg, Deputy Minister of Advanced Education, Gov’t of Saskatchewan
David Malloy, VP Research, U of R
Christian Riegel, Executive Director, Humanities Research Institute (U of R)
Dale Eisler, Senior Policy Fellow, Johnson Shoyama Graduate School of Public Policy
Members of the humanities and social sciences community from across western Canada will be present to participate in this discussion. Please join us and be a part of shaping Canada’s future.
See the post below for a list of all the events being held for Humanities and Social Sciences week at the U of R.
What: Humanities and Social Science Week
When: November 5th – 8th, 2013
Where: University of Regina
Who: Humanities Research Institute and Office of the Vice President (Research)
All are welcome to the events detailed below. Admission is free for all events. For further information, contact: Humanities.Research@uregina.ca
Across four events that together comprise the Humanities and Social Sciences Week, the Humanities Research Institute and the Office of the Vice President Research will draw attention to the central role of humanities and social science research on our campus and in the broader world. The University of Regina will once again provide national-level leadership to help SSHRC continue to define its future vision.
November 5: A panel of humanities leaders on campus will conduct a round-table discussion on the state of the humanities and the Canadian nation, includes: Nicholas Ruddick (English); Philip Charrier (History); Thomas Bredohl (History; Assoc. Dean of Arts); Carmen Robertson (Fine Arts); Christian Riegel (HRI & English)
–LI Theatre (room 215), 3:00-4:30 p.m.
November 6: U of R fiction and poetry authors will read from their work, includes: Michael Trussler, Medrie Purdham, Randy Lundy, Bridget Keating
–CL 126, 3:00-4:30
November 7: A panel of SSHRC leaders, government officials, leaders from campuses across the west, and U of R researchers will conduct a round-table discussion on Imagining Canada’s Future: First Nations, Metis and Inuit issues, includes: Ted Hewitt (Executive Vice President, SSHRC), Shauneen Pete (Education & Executive Lead, Indigenization), Louise Greenberg (Deputy Minister, Advanced Ed), David Malloy (VP Research), Christian Riegel (HRI), Dale Eisler (Johnson Shoyama)
–AH 527, 10:00-noon
November 8: a reception to celebrate current and former SSHRC grant holders from the U of R and federated colleges
–RIC Atrium, 4:00-5:30
Dr. Christian Riegel
Professor & Head
Department of English
Campion College at the University of Regina &
Director, Humanities Research Institute, University of Regina
Humanities Undergraduate Student Research Award (HUSRA) Program: 2013 Summer Pilot
The goal of this program is to expose motivated and high-achieving undergraduate students to the reality of academic scholarship. As such, students should be included as much as possible in all aspects and phases of the projects concerned (although they are not required to play a leading or independent role). In the process they will further develop their critical thinking, research, writing, and oral communication skills. Applications should therefore include the project aim, student responsibilities and duties, required skills, and experiences to be gained by students through involvement in the program. Such experiences might typically include:
- Conducting general archival and library research, including primary document and literature searches, making copies of articles, and ordering unavailable articles and books through interlibrary loan
- Administering surveys and/or arranging and conducting interviews
- Developing new research ideas
- Assisting in the preparation of submissions for local or regional conferences
- Assisting faculty in preparing a manuscript to submit the results of the collaborative research to a humanities journal
In addition to the above, it is expected that faculty participants in the program will provide academic, career and graduate school advising to their research assistants, and, in due course, offer help with the process of applying to graduate school (i.e., writing a statement of purpose, obtaining applications for financial aid, etc.).
The student must be a third or fourth year student with a grade point average exceeding 80%. He or she must have a confirmed mentor who has had Tri-Council funding or has demonstrated excellence in research relevant to the student’s field of study. The student must submit the following:
- A one page rationale for his or her application (i.e., intention to pursue graduate education);
- A letter of recommendation from the mentor and a brief description of the research the student is about to undertake and an explicit description of the students role in the research; and
- A copy of the mentor’s CV.
Applications will be adjudicated by the HRI Steering committee.
For the Summer 2013 Pilot, two (2) awards will be available. The student will receive $5,000 in support of the research project.
Funding will be shared among the following: HRI $2,000; Provost $1,000; Faculty $1,000; Mentor $500; and FGSR $500.
For more information contact Humanities.Research@uregina.ca (306-585-5184)
CIHR Funding Opportunities in Health Ethics:
- Canadian Consortium on Neurodegeneration in Aging (CCNA)
See: Key Elements of the CCNA- Cross-Cutting Components: “… Ethical, Legal and Social Implications (ELSI): … ELSI will be a mandatory integrated component. The NPA must demonstrate that relevant ELSI are being proactively addressed. As appropriate, the Consortium may, for example, include ethical, legal and/or social issues among research priorities for one or more Teams or Themes; embed ELSI expertise in the governance structure of the Consortium to help guide decisions around data sharing, research prioritization, etc.; promote ELSI awareness through training; and/or commit to engagement of patients and the public.”
See: Information for Researchers:
- How researchers can join the CCNA: Eligible researchers and collaborators interested in participating in the CCNA, but who are not in contact with the Nominated Principal Applicant (NPA) and/or Theme Principal Applicant (PA), may signal their interest in participating through the completion of an online registration form. The information will be posted on the CIHR website prior to the Expression of Interest deadline, and until the application deadline. The NPA and the Theme PA will be directed to consult the list and work with researchers and integrate them if appropriate. Information for researchers
Expression of Interest:
Application Deadline 2013-05-21
Anticipated Notice of Decision 2013-07-15
Funding Start Date 2013-07-01
Application Deadline 2013-12-02
Anticipated Notice of Decision 2014-04-01
Funding Start Date 2014-04-01
- Dissemination Events: Spring 2013 Priority Announcement (Specific Research Areas)
See: Objectives: “Ethics”
Application Deadline 2013-06-17
Anticipated Notice of Decision 2013-11-01
Funding Start Date 2013-11-01
For more information, see here.
- Planning Grants: Spring 2013 Priority Announcement (Specific Research Areas)
See: Objectives: “Ethics”
Application Deadline 2013-06-17
Anticipated Notice of Decision 2013-11-01
Funding Start Date 2013-11-01
For more information, see here.
- Catalyst Grant : Secondary Analysis of Neuroimaging Databases
See: Objectives- Notes: “.. Applicants are encouraged to address ethical considerations related to the proposed study where appropriate. This might include, but not be limited to, the return of clinically actionable research results to participants, alignment of secondary use and disclosures with informed consents of participants, and confidentiality of data shared in international networks.”
Registration Deadline 2013-08-30
Application Deadline 2013-10-01
Anticipated Notice of Decision 2014-02-03
Funding Start Date 2013-12-01
For more information, see here.
- Open Competitions
Check CIHR Research Funding Database for other opportunities in open competitions (e.g., operating grants, knowledge synthesis grants, etc.). For a complete list of current funding opportunities, please see here.
- Tri-Council Policy Statement: Ethical Conduct for Research Involving Humans- 2nd Edition (TCPS 2) Interpretations
Research Ethics Board Review- Question #5. What is the appropriate duration for data retention in TCPS 2?
(modified by the Secretariat for Responsible Conduct of Research)
“TCPS 2 does not specify the required length of time for retention of research data. Data retention periods tend to vary depending on the research discipline, research purpose and kind of data involved. TCPS 2 underscores the importance of data retention as a matter to be considered by research ethics boards in their review of studies that collect identifiable personal information about research participants (see application to Article 5.3) In TCPS 2, a number of factors are relevant to defining periods of data retention. Researchers’ plans for preserving or destroying participants’ data should be appropriate to the field of research in light of its best practices and professional, ethical and legal norms. For example, under Division 5 of the Health Canada Food and Drug Regulations which pertains to clinical trials of drugs, sponsors are required to maintain records for a period of 25 years. As another example, CIHR’s Open Access Policy requires grant recipients to retain original data sets arising from CIHR-funded research for a minimum of five years after the end of the grant.” (bolding added) REB Review information here.
- Somatic Cell Donation for Stem Cell Research: Current Challenges — Future Directions, June 12, 2013, Boston, MA, USA
Presented by the Ethics and Public Policy Committee of the International Society for Stem Cell Research
- Public Responsibility in Medicine and Research (PRIM&R) Webinar, June 19, 2013
“Overcoming Obstacles to Research with Pregnant Women”
- Till & McCulloch Meetings, October 22-25, 2013, Banff, Alberta
Stem Cell research
*Sign up for CIHR Funding News! This monthly e-newsletter is essential for researchers working in the field of health. Keep up-to-date with all the latest news on CIHR funding opportunities and decisions, policies, workshops, and more! Subscribe now here.
Led by the University of Regina and including 11 universities across the Prairie region, the Balance and Change in the 21st Century summit will bring together senior leaders across public and private sectors to discuss an emerging and confirming vision of Canada that addresses our need for economic and technological development as well as a culture of dignity, tolerance and meaning. It will be much more than just sharing information. Our intent is to use this gathering of senior leaders as a catalyst for a movement to foster and promote a culture of balance in the future. Dr. Maioni’s lecture will raise awareness of the fundamental importance of the Humanities in creating a society that is balanced, empathetic and tolerant.
April 17, 2013
The Humanities Research Institute at the University of Regina is proud to host the upcoming summit, Balance and Change in the 21st Century on April 17, 2013. Government and business leaders from across the prairies will gather here in Regina to talk about the role of humanities in today’s society.
You are invited to participate in a Town Hall Meeting in the morning of the summit, hosted by Dr. Chad Gaffield (President of Social Sciences and Humanities Research Council) and Dr. Antonia Maioni (President of Federation for Humanities and Social Sciences). This meeting will be held in the chapel at Campion College at 10:00 am.
You are also invited to attend the annual Dr. Barbara Powell Lecture, which will be held on the evening of the summit. Dr. Antonia Maioni will be speaking about “Imagining Our Common Future.” The Lecture will be held in the chapel at Campion College at 7:30 pm.
Scott McGillivray is Chief Strategy Officer at iQmetrix, responsible for supporting strategic development and execution, employee development and corporate culture. iQmetrix is a software development company started in Saskatchewan, now the North American leader in POS software for mobile retailers.
HRI: Did you study humanities? If so, what humanities were included in your field of study?
SM: My major wasn’t in the humanities. My undergrad degree is in business administration. However, for my electives, I loaded up on psych classes, sociology, anthropology. Where I had a choice, I was really more in the social sciences. The fields of marketing and organizational behaviour are off-shoots of the social sciences: there are strong connections there.
HRI: And you see business and humanities as connected?
SM: Yes. Absolutely! When I was in my early 30s, I got my first executive role, and after a while I realized that the issues I was dealing with were more related to people than dealing with spread sheets, financial statements, or poring over statistical models on market research. I was dealing with Person A and Person B who wanted the same job, or were facing a backlash from our customer base, or were in difficult negotiations with a partner. All those things are issues related to the humanities. I felt I was drawing more on my electives than I was on my actual core classes from my business degree.
HRI: That makes me wonder if it would be beneficial for a business degree to have more humanities.
SM: You know, I actually tried to convince my own children to get undergrad degrees in the social sciences and then work for a couple of years, then go get an MBA. I didn’t want them to get a business degree and then an MBA, because what they’ll find is that they’re six miles deep, but they won’t have the breadth of knowledge that they’ll need as they progress through their career. I don’t know that you can possibly get away from the current structure of the business program, but I would advise people to go right to a BA. Get your BA Honours, or BA Advanced degree, and then face the challenges of writing a thesis about a topic that you’re deeply interested in. From there, you’re going to find a job in the marketplace. You’re going to learn a lot more about what you’re interested in and from there you can get a lot more focus on what you do with your Master’s degree. There are so many different options today on how to complete a Master’s: you don’t have to attend full-time. You can work and take classes.
What I would like to see, and something that we’re tackling in the near future at iQ is a leadership development program that is two-level. We currently have a leadership development program, but it’s like a level one. Level two will actually be based around the humanities. We’ll study the classics, philosophy, something like sociology. We’re going down that path because we strongly believe that the success of an organization is dependent upon the health of the culture. Health of the culture is dependent upon the capacity of the people who are members of the team to collaborate, communicate effectively, problem-solve: in essence, work as a team. To do that, you really have to understand the human make-up. We have all this technical knowledge and competence, but it really boils down to, can members of a team function well together? If they can, amazing things happen.
HRI: I hear you saying that just to broaden everyone’s understanding of being human and understanding humanity is going to help.
SM: Yes. I have a strong belief that humanities matter for business. There’s actually been quite a trend over the past five years in popular media related to business to focus on culture. It used to be defined as organizational behaviour, but the focus of senior leadership on culture has become much more intense. Very successful companies have always paid attention to their culture. IBM, HP or the Royal Bank, those companies have always had a very strong sense of their culture. And they’ve also been very profitable organizations.
HRI: Do you see humanities as relevant in your current business?
SM: Oh, yeah! In our executive team meetings, 20% of our time is spent on topics related to finance, 40% on products and markets and 40% on people and culture. What we’re doing as a business is a function of what our people are doing, and our customers and our partners. At the end of the day, we’re in the people business. Unless we can function as a team, we’re not going to succeed. The counter-argument may be that we just write code and sell software. But, who do we sell software to? Our customers are businesses that are made up of people who make choices about what software they want to have within their companies. How we build software is directly related to how we structure our teams and how they operate.
Our priority is finding the right people, supporting them and creating an environment where they can be successful, and then giving them latitude to function so that they can operate in the areas where their strengths are, but also ensuring we get the job done. We’ve had teams where they haven’t delivered. We were faced with a major decision last March. We lost a contract with a major carrier in the US. There were 50 people on the team. The cash flow related to that project was gone. Do you lay off 50 people? Or do you say, those people made a commitment to the company, this project has failed for a number of reasons, some our own fault, others beyond our control. We could have done things better, we made some bad choices. But the choice in the end was, because individuals made a commitment to the company, as much as possible, there should be a reciprocated commitment, which is a function of our values. Which resulted in deep loyalty from employees. Financially we took a pounding for quite a while: the beginning of 2012 wasn’t the greatest, but at the end of 2012, we came out profitable, we made money and the company is stable and strong and in good shape and with strong prospects. I don’t think we would have made that choice if we were solely focussed on finances. I think because there’s a strong bent within the executive and throughout the company on people, which is a function of understanding the humanities, that’s why I believe that choice was made, as opposed to, if it was straight numbers, we would have cut the 50 people in a heartbeat.
HRI: This company has had to go through some growing pains, from just a few people to what you are now, and with your experience here and elsewhere, what would be your advice for someone starting a small business?
SM: Be clear on the type of culture you want, and the kind of people you want to work with. You’ve got to build the right team. And you’ve got to do it in the right way. Markets and products and all those sorts of things matter, but it’s finding the right people, having a commitment to those people, enabling, or creating an environment where those people can really contribute. If I look at the history of iQ, we didn’t know it at the time, but I have a better understanding of it now, that the people who are successful at iQ are very resilient people. They are able to grow through change. So, find those people who are resilient; those who are flexible. When we first started, there was nothing for customers, but today we’re an almost $100 million company. What people have done in this company is truly remarkable.
HRI: Is there anything else you would like to talk about?
SM: One thing I would like to make clear: business doesn’t exist unless it makes a profit. A lot of people make the mistake, coming into iQ, thinking, “Oh, it’s just fun.” Actually, no. You are going to work. And there are days when it’s a lot harder than you would like it to be. There has to be a balance between the needs of an organization, the practicalities and the finances, and the individuals and teams. When a business figures out how to balance those things with proper focus on their customers and partners, they’re primed for success. And I believe that the humanities plays an equally important role as finances, or being able to write code. They have to coexist for a company like ours.
Dr. Richard Kleer, Dean of Arts at the University of Regina
It can turn minds on and open them to fascinating questions: it makes them curious about the world.
What the humanities has to offer to society in general is both an awareness of the complexity of the world, and a delight in exploring it. We can begin to understand that we’re never going to be able to explain everything, and to deal with doubt and uncertainty. I feel like I have two sides to my personality (as I think many others do, as well): one in which I like to have things nice and tidily under control. We each do things to nurture this part of ourselves. I like to program. When I program, everything is nice and orderly and logical and I can get things just the way I want them to be. But I also am a humanities scholar, an historian. That’s the disorder of the world: there is no way to completely sort out why things happen, where they came from and what it all means. I think I need that sense of control and tidiness in order to deal with the disorder of being human and exploring what it means to be human.
Besides being an historian, I am an economist. Economists are people who like the world to be very orderly and they can pull it apart and know exactly what is happening and has happened. They have created a set of techniques to be able to do that. But, in the process, they have set aside a whole array of questions that are difficult to answer. What the humanities can do, should do, and is beginning to do in my discipline, is make people aware that you can’t answer everything, that you have to develop that tolerance for uncertainty and doubt. One question economists like to answer is “Why did they do that?” There is a sub-field in economics called Behavioural Economics. It has the capacity, when done well, to alert economists to the fact that the human mind is a wonderfully complex thing: that we constantly deceive ourselves, and that we ourselves don’t know what it is we’re doing or why we’re doing it. When, as an economist, you start trying to analyze social situations beginning with the assumption that everyone knows what they want, you might get a very different outcome from that kind of analysis than you would from one that comes with the assumption that people are messy and don’t always know what they want or why they want it.
We have two tools at our disposal to help inform students and society in general about the humanities. The first of these tools is the students themselves. We need to expose them to humanities and the interest and exploration they can engender. We need to have classes that go beyond the acquisition of skills required for a profession, or the steps needed to get to graduate school. To be exposed to the humanities is to begin to explore what it means to be human, to begin to be curious about questions perhaps never before asked. Students then bring with them, wherever they go, a curiosity about the world, an interest in things beyond a job.
The second tool at our disposal is our teachers. These are people that spend significant time with children who are learning. We have all known a teacher or teachers who pass on a passion, not necessarily for doing one thing, but for thinking, for learning and for exploring. These teachers make it natural for students to want to go on to university, and the opportunity it presents to think and explore further. So, we need our teachers to be exposed to humanities and to have that light of inquiry, curiosity and exploration turned on for them.
However it happens, that spark of wanting to learn more about the world, and the pleasure of thinking for its own sake, is what we have to offer.
Dr. James McNinch, Dean of Education at the University of Regina
The humanities help us to conceptualize the world from many larger and diverse perspectives beyond our own immediate and often very parochial experiences. The arts and humanities are about understanding ourselves as imaginative, creative, artistic beings. Such
creativity and imagination is found in all disciplines. When we understand this, we see that the binary between professional faculties and other faculties is a false one. Professional schools are built on a foundation of a broader understanding of what a liberal arts and humanities education is about. People heading in the direction of a professional degree don’t see themselves necessarily as engaging in the humanities, until they come to university. Of 120 credits of a typical 4 year professional degree, 60 credits (50% ) are in other faculties that offer courses in the arts, fine arts, sciences,and social sciences. In addition, many professions assume that a four year undergraduate liberal arts degree is a necessary preparation for professional studies. Such fields have included Law, but this is now becoming the new norm in fields such as Education and Police and Justice Studies.
Education, broadly, is about exploring what it means to be human and then applying that understanding to a particular endeavour. The humanities are the unseen underpinnings that professionals bring to their field of expertise. The humanities help us to understand who we think we are. That understanding, of course, is always in flux.
I am often asked, “What is the utility of the arts and humanities?” It’s hard to
turn that question away from the value or a value-added argument implicit in that question. Study of the humanities help make for better human beings, better societies,and hopefully a better world.
We need to help others recognize and re-imagine the humanities. The history of the Humanities from the Greeks onward is about the study of logic and rhetoric for the preparation for men to assume positions of power and privilege. Today, however, the creative and imaginative aspects of the Humanities need to be emphasized. Elementary schools and high schools are full of the study of the humanities, for instance, but it’s rarely labelled as such. Everyone sees the importance of being informed by an understanding of the world in which we live, and our relationships with self and others; we need to call this what it is: the arts and humanities.
Today, for example, social media continues to amply demonstrate that the humanities and our needs to connect and care and explore what it means to be human are alive and well.
As humans we continually reinvent ways to tell stories about who we think we are. Some of these narratives are embedded in particular disciplines, reified in Universities, that too often seem to be self-serving rather than accessible to the population at large. I believe, however, that what we call the “arts and humanities” will liberate all of us from the elitism often inherent in discipline-based “higher” (as if better) education.
I find it exciting to see new students come to university with a vague or narrow or understandably naive idea of what they should be studying, and then, after a couple of semesters, to discover a much broader range of subjects, ideas, and fields of study through their introductory classes. All sorts of new ways of knowing open up. Not everyone sticks to the goals they had or that their parents had of them like becoming a teacher or a nurse, for examples. I entered university thinking I should become an economist and drive an expensive imported sports car and ended up doing a double major in history and English. I was captivated as an undergraduate by the human and intellectual scope of these disciplines. My own induction into teaching and education happened much later, but was always animated by my immersion in the humanities. My grandson is entering university next year with the idea that he wants to become a member of the RCMP. There is nothing wrong with that, but I also hope that his own immersion in a liberal arts education, which is the foundation of the Justice and Police Studies curriculum, will open up many other possibilities to him about what it means to be a human being in this world.
Humanities Research Institute, Spring Awards Competition
Special Call and Regular Call for submissions
Deadline: April 8, 2013
An awards competition will be held in the following categories:
Assistance Awards for Visiting Speakers at Conferences and/or Symposia
Visiting Research Fellowships
In addition to the regular call for submissions to the research awards, a special call is announced for interdisciplinary research conducted by individuals or teams. The emphasis of proposed research should be on research that reflects a humanities context and that draws from other disciplines (e.g., humanities and health; humanities and economics, etc.). A case for a traditional humanities context must be made in the application. Up to $2000 per proposal may be awarded.
All submissions to go to:
Administration Humanities Building, room 510
Dr. David Malloy
Acting Director, Humanities Research Institute
University of Regina &
Professor of Applied Philosophy and Ethics
Kinesiology and Health Studies
University of Regina
3737 Wascana Parkway
Regina, SK Canada S4S 0A2