Centre collégial de développement de matériel didactique

Researcher

INTRODUCTION

  • This form is designed to prepare you for the GAME PLAY.
  • Preview the Fund$ Game material before beginning this Script Form.
  • Each Player is expected to complete a Script Form before the GAME PLAY.
  • You are not “in character” while filling out this form.
  • Much of the first half of the form should contain your own individual responses, while in the latter half you will create the team’s proposal and speech.
  • Fill in the fields wherever you see the empty bullet symbol :
  • Your teacher may provide more specific instructions on which fields to complete and how.
  • To print the entire content of this script at once, please click on the PRINTER icon on this page.

 

What is your name?

What are the names of your team members?

What is the assigned topic for the game?

Step 1

GET INTO CHARACTER 

  1. Introduce yourself to your fellow team members.
  2. Get ideas for role-play names by consulting the professional associations, research institutes and university departments under your discipline name.
  3. Discuss prospective for names with your fellow team members and decide what to name your own character. For instance, conduct a web search by entering the following phrases: “Canadian Association of [discipline],” “American Association of [discipline],” “Research Centre” and “[discipline or topic],” “Department of [discipline].”

 What is your professional role-play name & title? e.g. Dr., Professor, Associate Professor, Director, Lead researcher.

What is your Institutional affiliation? e.g., a university or research centre.

What is your team name? e.g., a professional-sounding name that signifies something about your discipline as well as your approach to the assigned topic.

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Step 2

SIGNAL APPROVAL OF CODE OF CONDUCT

Review the Code of Conduct under the Rules and Code of Conduct and respond to the questions below.

Which part of the code of conduct do you think you will have no trouble adhering to?

Which part of the code of conduct do you think you may have some trouble adhering to? Why?

Step 3

KNOW YOUR DISCIPLINE

In point form, list what you, as an individual, are bringing to the team in terms of knowledge and interests relative to the discipline to which you have been assigned. Consider such things as courses taken, readings, essays written or orals delivered in courses relating to the discipline. Also consider any involvement in volunteer or club activities or jobs you have done that may relate.

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Spend 15 minutes browsing through the official website (Canadian or American) of the professional association of your discipline*, and answer the following questions individually (not as a team).

  1. Judging by what you see on the website, what kind of things do members of this professional association do?
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  2. What reasons or stated goals guide their activities as a professional association?
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  3. Provide a few concrete examples of programs, events or activities that they support (i.e., conferences, workshops, scholarships, job postings…)?
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  4. Where/how do they appear to conduct their research (geographic locations, in labs, in the field)?
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  5. What did you learn from this website that might help you to play the role of a researcher from this particular discipline?
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  6. Which two other disciplines appear similar to your assigned discipline? Explain briefly. Read the sample Topics and Proposal Abstracts to get a sense of which disciplines may be similar. You may also look at some other professional association websites to get a clearer idea of the similarities.
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Examples include the Canadian or American Psychological Association or the Canadian or American Political Science Association. For the Business discipline, these associations are more specific to areas within business, such as marketing, advertising, finance or accounting. 

Step 4

GENERATE IDEAS FROM EXISTING RESEARCH

Proposals do not emerge in a vacuum! Researchers generate ideas for future research from previous research.  

FIND AND SUMMARIZE A STUDY

Each team member finds, in the library’s periodical databases (e.g., Academic OneFile, JSTOR, ProQuest…), one peer-reviwed scholarly journal article specific to the discipline on the assigned topic.

HOW?

Combine the name of your discipline with the topic in the basic or advanced search box. Limit the search to:

  • Full text articles
  • Peer-reviewed journals
  • 2005 to the present

Be sure to choose an article that you can understand.

WHY?

The studies your team finds will be used to help your team design its own proposal on the topic. The aim is to build on research by researchers in your discipline. Building on previous research is a praiseworthy norm in scientific research.
In point form, take note of the following features of the study you have selected:

  1. Title of article
  2. Author(s) name
  3. Date of publication
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  4. Publication title
  5. Pages
  6. What is the main goal of the study? –or– Why was the study done?
  7. What is the thesis or hypothesis? (found in the abstract, at the end of the introduction or at the beginning of the methods section)
  8. Is the study experimental or non-experimental? How do you know this?
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  9. List at least three key variables or concepts under study:
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  10. Who or what are the units that were studied (e.g., people, countries, programs…)? 
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  11. What kinds of evidence or data were used to help prove the thesis or hypothesis?
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  12. In your own words, summarize the main findings or results of the study.
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SHARE YOUR FINDINGS AND FIND INSPIRATION FOR YOUR PROPOSAL

Find out about your fellow team members’ studies. Each of you in turn should present the information you extracted from your chosen study. Use the prompt questions below to guide you in your search for your own proposal ideas. Keep track of what you decide to borrow and from whom, as you should make explicit reference to the researchers and the titles during your presentation.

Address the following questions as a team and provide a brief account of the discussion under the three items listed below. For this item, depending on your teacher, your responses may be similar.

  1. Which study or studies in the team’s collection seem to offer the most inspiration for formulating our own proposal? In which ways?
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  2. Could a single study from the team’s collection be adopted in full (full replication) or in part (partial replication)? If so, which one and how?
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  3. What will your study sample and population be? Could you use the same or a similar sample and population as in one of the studies? See Decision Board #2 of the Decision Circuit for help on this item.
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Step 5

THE FOUR PILLARS OF A RESEARCH PROPOSAL

This template provides all the parts required for a research proposal.

FOUR PILLARS YOUR ANSWERS
(RESPOND IN POINT FORM AS A TEAM)

PILLAR A — THE DISCIPLINE PITCH

Try to find convincing evidence of the valuable work your discipline is doing on this topic. Remember, you are competing against the other discipline teams for research funding. You have to “sell” your discipline’s proposal.

  1. How important do you think this topic has been in your discipline?
  2. What value do you think your discipline brings to the scientific understanding of the topic?
  3. How has your discipline contributed to enhancing people’s lives in this topic area?
 

PILLAR B — THE METHOD PLAN

Use the DECISION CIRCUIT for this. Each of the numbered items listed here corresponds to numbered items on the decision boards. Review each DC decision board with your team members and write down your selections in the adjacent column. Elaborate on your responses so that the choices clearly refer to the specifics of your plan.

Developing a worthwhile question is the key to winning the judges’ support. Take the time to really think about this. It is a good idea to borrow suggestions for worthwhile questions from existing studies and better still if you attribute the idea to the original researchers and identify the titles of the article and the publication.

 

PILLAR C — THE BUDGET AND TIMEFRAME

Seek online information for rough, estimated prices of things such as materials, travel costs and salaries.

  1. What is the estimated time to complete the entire research project?
  2. What is the estimated salary cost?
    1. What does this include?
    2. For how many employees?
    3. For how long?
    4. For what purposes?
  3. What is the estimation for software, hardware, office supplies, internet/fax, phone and the like?
  4. If you need to rent office space, how much will this cost?
  5. What, if any, travel expenses are involved?
    1. For how many?
    2. To go where?
    3. For how long?
    4. Using what mode(s) of transportation?
  6. What is the grand total estimated cost?
     

    PILLAR D — THE CLOSING PITCH

    Highlight key elements of proposal and briefly remind the judges why they should support your proposal.

    1. Why is this proposal from this particular discipline so important?
    2. What difference do you hope to make?
     

     

    Step 6

    ADJUSTING TO THE JUDGES’ CRITERIA

    • Add the JUDGES’ criteria to the numbered items in the first column of the table below.
    • Place a check mark in the box that best describes your team proposal’s degree of alignment with each of the criteria.

    Checklist: level of adherence to judges' criteria

    CRITERIA NONE AT ALL VERY LIMITED MODERATE HIGH VERY HIGH
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    Based on the checklist results above, provide an individual prescription of what you believe could be improved in the proposal and how this could be accomplished.

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    Step 7

    CUE CARDS TO PREPARE A WINNING PROPOSAL

    Fill in the Cue Card Sheet Template below so you and your team members will know who is presenting what and in what sequence. If a team member is prevented from delivering their portion, someone else in the team can step in to fill the gap.

    Using material from the completed Design Proposal Template in STEP 5:

    1. Divide each pillar into sub-sections so that one member does not have to present the entirety of a pillar.
    2. Insert the material from the FOUR PILLARS (A B C D) into the corresponding cells of the Cue Card Sheet Template below.
    3. Assign a colour to each team member.
    4. Divide up the material between team members. 
    5. Colour code each cell to match the team member responsible for presenting that portion of the material.
    6. Decide on the sequence for presenting material (it is strongly advised to present it in the order shown).
    7. Finalize the template with team members (ensure you all have the same one).
    8. Print out a full-page view of the template on a colour printer for a practice run and the GAME PLAY.

    Cue card sheet template

    See Sample Cue Card Sheet for an example of a completed version.

    Pillar A
    Discipline Pitch

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

    Pillar B
    Method Plan

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

    Pillar C
    Budget and Timeframe

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

    Pillar D
    Closing Pitch

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     


    Legend

    COLOUR NAME OF PRESENTER
                                                                                                               
       
         
       

     

    Step 8

    PRACTISE & CHECK

    1. Hold a practice run either during class/lab time or on your own.
    2. Discuss what needs to be improved.
    3. Test your time to ensure you are within the time frame set by the judges/teacher.
    4. Complete the Presentation Checklist below.
    5. If two or more of the items on the Checklist are not in order, please indicate here in point form what you plan to do as an individual to address this.
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    Presentation checklist

    Place a check mark beside items that are in order.

    • In case a member is absent for the actual GAME PLAY, each team member has a hard paper copy of the completed Cue Card Sheet Template and can present the material of the other members with no problem.
    • Each team member has practised the portion of the presentation they are responsible for and is prepared for the presentation.
    • The practice run lasted for the required 5 minutes or as otherwise specified by the teacher.
    • Each team member has contributed in a timely fashion.
    • The presentation clearly shows the importance and value of the discipline.
    • The research question puts the proposal in a solid research context.
    • The research method and sampling plan will provide appropriate data to address the research question.
    • Proper scientific names have been used to identify the research method and sampling plan.
    • We have provided a clear and concrete sense of how we will make sense of the data.
    • The proposal complies with the ethical rights of the research subjects and the protection of the vulnerable.
    • The budget and timetable are fair and accurate appraisals of the costs and time involved.
    • The closing statement provides clear reminders of why this proposal by this discipline deserves the required funding support.

    Step 9

    PERFORM

    • Bring the necessary materials with you for the presentation during game play.
    • Reread the Code of Conduct to ensure you follow proper protocol.

    Step 10

    Write reflection

    Step 11

    SUBMIT ASSIGNMENT MATERIAL

    • Complete the required post-game work and submit as per teacher instructions.

    Researcher Sample Materials

    Sample Research Proposal

    Discipline: Religious Studies
    Topic: Immigration

    We are researchers from the Canadian Institute for Religious Studies – CIRS. Professors Anthony and Gordan are from the Department of Religious Studies at the University of Waterloo, Dr. Lily is currently the Director of the Centre for Therapeutic Uses of Spiritual Practices, and Dr. Samantha is a Senior Lecturer at the University of Chester’s Religious Studies Department and the lead researcher for the Immigrant Religion Project. 

    PILLAR A — DISCIPLINE CONTEXT

    What is Religious Studies?

    Religious studies is one of the oldest of the social science disciplines, with roots reaching back to ancient philosophy and theology. It was in the 19th century, however, when the systematic study of religious belief systems and practices got underway in the universities.

    Misconceptions abound about us as researchers. One such misconception is that we are not researchers, but rather proselytizers trying to convert people to a particular faith. This is not at all true, as we aim to illuminate not the eyes of people’s souls, but the scientific understanding of phenomena we consider to be religious.

    We study the migration and immigration of peoples of many faiths. Our approach is both historical – by looking to past events, especially religious persecution and genocides – and comparative.

    As scientists, we frequently compare different belief systems, practices and behaviours across time and socio-demographic factors. To do this, we typically use surveys (questionnaires, interviews…), fieldwork, case studies and the analysis of available statistics. Our focus on religion, as a discipline of science, has given us very tangible insight into major issues affecting immigrants, across time and geographical locations.

    Many immigrants are known to have religion-based adjustment issues in host countries, and religious studies can help to identify and address these adjustment issues.

     

    PILLAR B — THE method PLAN

    Problem formulation

    After reviewing the research on religion and immigration, we found a Statistics Canada report on the “healthy immigrant effect” that we would like to build on. Edward Ng (2011) and the Longitudinal Health and Administrative Data research team analysed the health characteristics of immigrants and non-immigrants and found that immigrants, especially those with strong religious and traditional values, suffer fewer instances of chronic disease, disability, depression, suicide and drug addiction.

    The Ng (2011) study challenges the conventional wisdom that immigrants are a strain on the medical system, yet it does not seek explanations: Why/how might religion factor into the “healthy immigrant effect”?

    Therefore, we would like to address the following as-yet unanswered questions:

    • Which immigrant characteristics generate positive health outcomes?
    • How does “religious belief” factor into the “healthy immigrant effect”?

    Finding answers to these questions could benefit agencies and social and religious community networks that have regular contact with immigrant groups. A better understanding of how and which religious factors contribute to healthier outcomes could provide more targeted and cost-efficient policies and programs for immigrant groups.

    What we want to do is to systematically conduct two hypothesis tests:

    • H1 Religious factors contribute to the “healthy immigrant effect” in Canada’s immigrant population.
    • H2 The levels of religious belief and traditional values of recent immigrants to Canada positively correlate to levels of well-being and health.

    The approach will be descriptive in orientation. The goal is to develop a more accurate understanding of how religious belief and values impact on the immigrant experience.

    Data collection design

    We are seeking funding to support our investigation into how religion factors into the “healthy immigrant effect.”

    There is no need to directly source the data ourselves with reactive methods requiring us to go out to collect raw data, as fortunately there is an abundance of quantitative data already available in Statistics Canada and Health Canada datasets. This data is readily available, free of charge, via the Internet.

    The units studied will be recent Canadian immigrant groups. The sampling strategy is to purposively select non-representative Statistics Canada data sources for the past decade on recent Canadian immigrants by religious belief and health status. Thus far, we are aware of two major datasets. The selection strategy used by Statistics Canada for each data set will be clearly indicated. It should be noted that in some cases, the data were collected from the entire target population, not a sample proportion of the population.

    We may have some trouble finding more than basic information related to religious factors. We will therefore need to consult with some specialists at Statistics Canada and Health Canada for some assistance in getting access to more detailed datasets. The sampling strategy is therefore open-ended and somewhat theoretical in orientation.

    Secondary analysis will be the technique used to systematically collect and process the data. Using data that have already been gathered by reputable agencies such as Statistics Canada and Health Canada is cost-effective and allows for valid testing of the hypotheses.

    A standardized plan is in place to use the data processing tools in a spreadsheet program, Microsoft Excel. The data will be entered into Excel spreadsheets and the appropriate statistical tables and graphic displays will be generated to reflect the two planned hypothesis tests.

    Analysis, limitations and ethics

    A variety of deductive types of analyses will be used to test the two hypotheses. We intend to enter the available medical and socio-demographic data into Excel and run the following statistical tests: chi-square and independent samples t-test to test for differences in religious groups, and linear regression to test for strength, direction and predictive value of associations. Some more inductive types of analysis will also be used, mostly in the form of the descriptive statistical analysis of differences based on measures of central tendency and spread.

    There are several sources of bias and limitations inherent in this study design. Firstly, illegal immigrants and immigrants awaiting formal status recognition, especially recent refugees, will not be properly accounted for in the datasets and as such could produce a systematic underrepresentation of this group in the results. As well, since we have opted to not collect the data ourselves and rather use available data, we are not able to fully manipulate the data according to our needs. For instance, we may not be able to obtain information for specific aspects of religious adherence such as degree of religiosity and specific forms of religious beliefs. We find these limitations to be acceptable as the costs and time required to conduct our own lengthy survey of a large country-wide target population are prohibitive.

    In terms of ethics, there will be no need to obtain voluntary consent from the research subjects as the data were already collected by reputable government agencies and medical staff. The sources of information will be fully credited.


    PILLAR C — WHAT IS THE BUDGET AND TIMEFRAME?

    The four of us expect to complete the gathering, processing, analysis and reporting of the data in 12-16 months. At $70 per hour with all four of us working on a part-time basis, we estimate salary expenses to amount to about $145,000 over the year. We will require some support ($50,000) for data software, computer units and Internet access for the four of us. Some travel to Ottawa and other data centres will be necessary on occasion. We may even have to purchase some datasets which, combined with the travel, could account for roughly $5,000. All of this will come to a GRAND TOTAL of $200,000 CDN.


    PILLAR D — CLOSING STATEMENT

    Too many misconceptions surround immigration and immigrants. Immigrants are often considered to be expensive dependents, costing Canadian taxpayers more than the immigrants are expected to contribute to the Canadian economy. Ng (2011) has already demonstrated this to be a misconception and the idea needs to be challenged further. Such misconceptions contribute to a dangerous climate of anti-immigration and should be countered with a cold, hard look at the facts.

    • This religious studies research team can make positive contributions to the existing body of knowledge on immigrants and immigration – give us the chance!
    • Say thank you in five languages.

    Sample Cue Cards

    LEGEND

    Anthony / Gordan / Sam / Lily 

    PILLAR A


    4 qualified applicants from CIRS:

    • Professors Anthony and Gordan, Department of Religious Studies, University of Waterloo
    • Dr. Lily, Director, Centre for Therapeutic Uses of Spiritual Practices
    • Dr. Samantha, Senior Lecturer, Department of Religious Studies, University of Chester, and lead researcher for the Immigrant Religion Project. 

    One of oldest disciplines: Goes back to ancient philosophy and theology, more recently in 19th century

    We are scientists; not trying to spread faith or religious belief

    Use many techniques: survey method, fieldwork, available statistics …


    IMMIGRATION important – religious studies compare across time & socio-demographic factors of religious belief, practices & behaviours of different IMMIGRANT groups.



    PILLAR B


    Edward Ng (2011) and the Longitudinal Health and Administrative Data research team: healthy immigrant effect.

    • Lower incidence of chronic disease, drug abuse, depression
    • Misconception that costly to Canadian taxpayers
    • Needs systematic analysis
    • Draw on Ng’s original research and address WHY questions

    Questions:

    • Which immigrant characteristics generate healthy outcomes?
    • How does “religious belief” factor into the “healthy immigrant effect”?

    Hypotheses:

    • H1 Religious factors contribute to the “healthy immigrant effect” in Canada’s immigrant population.
    • H2 The levels of religious belief and traditional values of recent immigrants to Canada positively correlate to levels of well-being and health.

    Main variables in H1:

    • health status of immigrant groups
    • religious affiliation and groupings of recent immigrants

    Main variables in H2:

    • intensity of religious belief
    • physical and mental well-being

    Adopting linear path


    Decided not to use direct/reactive methods – no need. Lots of data already available as shown in Ng (2011) study that we are building on.

    Secondary analysis of available statistical data is the strategy. Statistics Canada/Health Canada datasets from the years 2000-2010. Data collected from medical files and cross-referenced with socio-demographic information relating to country of origin, religious denomination.



    Cost-effective and valid way to test our hypotheses.


    Enter the data into reputable data processing software – Excel. 

    Run the following statistical tests: chi-square and independent samples t-test to test for differences in groups, and linear regression to test for strength of associations.


    The target population will be recent immigrants to Canada in the past decade. There is no sample as the data collected by StatsCan is the available target population.




    PILLAR C



    12-16 months to gather, process, analyse & report



    4 of us at $70 per hr part-time = $145,000



    $50,000 for data software, computer units and Internet access for the four of us



    $5,000 for occasional travel to Ottawa and other data centres



    GRAND TOTAL $200,000




    PILLAR D



    Lots of misconceptions: immigrants as costly, lazy, nothing to contribute…Leads to hatred, distrust.


    Current perceptions are not based on facts.Requires scientific evidence and Religious Studies understands the value of religious beliefs and traditional values.



    Accentuate the positive …



    Say thank you in five languages.