202401_HINF 140 (A01&A02)_Course_Outline_Template 1 (8)

Faculty of Human and Social Development | School of Health Information Science his@uvic.ca | uvic.ca/hsd/hinf HINF 140 (A01 & A02) I NTRODUCTION TO THE C ANADIAN H EALTH C ARE S YSTEM A01 CRN 21775 & A02 CRN 21776 T ERM S PRING 2024 C LASS T IMES M ONDAY AND T HURSDAY , 1:00 PM -2:20 PM C LASS L OCATION C ORNETT B UILDING B143 I NSTRUCTOR T RUDY P AULUTH -P ENNER O FFICE H OURS B Y APPOINTMENT ( EMAIL TO ARRANGE ) T ELEPHONE 250-385-7260 (H); 250-580-0142 ( CELL / TEXT MESSAGE ) E- MAIL troods@uvic.ca L EARNING T ECHNICAL S UPPORT UV IC C OMPUTER H ELP D ESK E MAIL helpdesk@uvic.ca FOR ZOOM , BRIGHTSPACE , AND OTHER TECHNOLOGIES TELEPHONE : 250-721-7687 OR T OLL -F REE 1-844-721-7687  8 AM TO 11 PM (P ACIFIC ) ON M ONDAY -F RIDAY  10 AM TO 10 PM (P ACIFIC ) ON S ATURDAY & S UNDAY  10 AM TO 6 PM (P ACIFIC ) ON S TATUTORY H OLIDAYS F OR OTHER ISSUES CONTACT ltsisupport@uvic.ca O NLINE L EARNING T OOLS L EARN A NY W HERE O NLINE R ESOURCES G ET TO K NOW YOUR O NLINE TOOLS Z OOM O RIENTATION G UIDE T ERRITORY A CKNOWLEDGEMENT First Peoples House We acknowledge and respect the l ək̓ʷəŋən peoples on whose traditional territory the university stands and the Songhees, Esquimalt and W̱ SÁNEĆ peoples whose historical relationships with the land continue to this day. O VERVIEW Introduces students to the historical, political, current structures, processes, role, and responsibilities of the Canadian healthcare system with a view to identifying the challenges, issues, and potential solutions. C OURSE D ESCRIPTION Provides a comprehensive and critical understanding of the Canadian healthcare systems, their development and current problems and challenges. Introduces students to the origins, structures, values, political and key issues of the provincial, territorial, and federal roles in healthcare; and provides students with an integrated orientation regarding its major components. C OURSE AND L EARNING O BJECTIVES Overall objectives are to “understand the health care issues in Canada, how different levels of government operate in terms of health care delivery... how our health care system is funded and the future issues facing health and health care in Canada” (Thompson, 2024, p. vii) . After successful

completion of this course, students will be able to: Specific Subject SS1. Define and describe the nature of health and its determinants SS2. Describe the historical and political development of healthcare systems within the federal, provincial, territorial, and regional contexts SS3. Identify the extra-institutional elements that influence the determinants of health, such as environmental, occupational, and complementary healthcare services SS4. Explain the structure, process, and funding aspects of the healthcare system SS5. Identify and explain the traditional components of the healthcare system; acute care, continuing care, home care and public health with a view to appreciating how they are being transformed SS6. Explain the nature of individual health and human participation in the healthcare system and the complex dynamics that this creates SS7. Explain the role of practitioners as well as the ethical and legal issues in Canadian healthcare SS8. Explain and describe the contemporary challenges in Indigenous health and healthcare delivery SS9. Identify and explain the current problems and issues confronting the Canadian healthcare system and identify solutions to them Cognitive Intellectual CI1. Critically assess and interpret health data, information, values and knowledge about health and the Canadian healthcare system Transferable Skills TS1. Present, articulate and defend ideas effectively TS2. Demonstrate effective participation through reflections in the discussion forum TS3. Demonstrate effective writing and organization skills in assignments and exams P REREQUISITES OR CO - REQUISITES None R EADINGS Thompson, V. D. (2024). Health and health care delivery in Canada (4th ed.). Toronto: Elsevier. ISBN: 978-0-323-87288-1 (Required Text) Deber, R. B. & Mah, C. L. (Editors) (2018). Case studies in Canadian health policy and management (2 nd ed.). Toronto: University of Toronto Press. (Source of designated chapter reading for small-group case study; text in reserve library). Every voice counts: Long-term care resident and visitor survey results – 2023 . Office of the Seniors Advocate British Columbia. https://www.seniorsadvocatebc.ca/app/uploads/sites/4/2023/11/OSA-LTC-SURVEY-REPORT- RESULTS-2023.pdf Additional health care reports to be posted throughout the course. F ORMAT HINF 140 is an interactive participatory-focused class that combines weekly short lectures with student small-group reflection discussions. This class is structured in weekly segments aligning directly with the chapters from the required Thompson text. Additional class participatory activities include guest speaker question/answer series, case study analysis and small-group presentations

All written assignments are to be submitted directly to the instructor in class on the due date as printed hard copies, with student numbers only as identification. To meet contract grades below, all assignments need to be turned in on time. Please see the Schedule-at-a-Glance for due dates. GRADING: Quizzes : 3 on textbook readings, each quiz 10% of total grade 30% Active participation Weekly small-group in-class discussion groups reflecting weekly text readings (1 per chapter; 10 chapters) 10% Case study small-groups role-play presentation 10% Individual papers Individual weekly reflections on text readings; point form on addressing reflection questions for each of the 10 chapters 10% Individual case study analysis response 10% Final individual research paper 30% Specific Assignment Descriptions & Grading Criteria Quizzes There are no mid-term or final exams in this class. Instead, there will be 3 in-class quizzes dispersed throughout the term. These will cover the weekly text readings and be comprised of multiple-choice, true/false, and matching definition questions. The first quiz will cover material in Chapters 1-3, the second quiz covers Chapters 4-7, and the third covers Chapters 8-10. Please note that quizzes are utilized to encourage learning rather than marking or grading alone, acknowledging that there are multiple ways to learn and assess students’ progress. Students will have the opportunity to rewrite any failed quiz once. Active Participation Assignments Note on Attendance: This is not an online course and attendance is expected. In-class learning is as important as out-of-class learning. Your presence and engagement are expected in at least 80% of the classes (19 out of 24 sessions). If you need to miss class due to illness or other unforeseen circumstances, please email me prior to the start of class. Given the interactive nature of this course, students are expected to attend all participatory in-class activities and assignments. You are encouraged to participate whole-heartedly in ways that play to your strengths while exploring diverse ways to address any challenges. The active participation assignments will be graded as complete or incomplete. Students earn points by completing all required components of the

assignment, by participating and demonstrating knowledge from readings and class material. Weekly small-group in-class discussion groups Students are required to read the Thompson text in full. This component of the course is structured in 2 parts: (1) individual short reflection papers responding to posted reflection questions (see papers section in assignment descriptions); (2) small-group in- class discussion for each week’s chapter review. Each week students are invited to actively engage in small-group discussions reflecting their understanding of the text chapter content. The aim of this assignment is to facilitate participation in effective, positive and meaningful discourse that recognizes and supports differing perspectives and skill sets, to collectively create a safe and inclusive environment wherein they are free to express their views and to critique the material presented in the chapters. Topics are listed below. By the end of this class, it is anticipated that students will have refined their collaborative group process communication skills. Weekly discussion topics:  Week 1: History of health care in Canada. Review the criteria of the Canada Health Act.  Week 2: Indigenous health and health care. Reflect on your understanding of Indigenous health care and cultural approaches throughout history – how have these evolved? What are the strengths or challenges? If you were a provincial or territorial health minister what measures would you put in place to ensure equitable care?  Week 3: Role of the Federal government in health care. What are the primary responsibilities of the Minister of Health (locate the Mandate Letter on the internet): what are the responsibilities the Minister is expected to deliver?  Week 4: Role of provincial and territorial governments in health care. Review the organizational structure of the BC Ministry of Health and briefly describe the function of each element.  Week 5 : Dollars and ‘sense’ of health care funding . (Additional reading: Office of the Seniors Advocate 2023 report) https://www.seniorsadvocatebc.ca/app/uploads/sites/4/2023/11/OSA-LTC- SURVEY-REPORT-RESULTS-2023.pdf Discuss the types of long term care services available in BĆ; respond to the report’s findings; prepare que stions for guest speakers.  Week 6: Practitioners and workplace settings. Identify 3 types of health care practitioners (e.g., acute care, long term care, rehabilitation, home care, etc.): summarize their scope of practice and how these practitioners might work collaboratively to benefit a client.

Case study interactive role play presentation Students are invited to participate in small-group case study analysis workshops. There are 2 parts to this assignment: (1) individual analytical response paper to be turned in on day of presentation (see written papers section for grading rubric); (2) engagement in an instructor-facilitated small-group role play. This is an opportunity for students to apply their course learning through case study analysis and in-role presentations, to be given towards the end of the course. Process: At the beginning of the class term, students will be provided with 6 different real-life Canadian health case study scenarios (fro m ‘Ćase Studies in Ćanadian Health Policy and Management’, 2 nd Ed., Deber & Mah, 2018; text will be available in reserve library). Students are required to select 1 of the 6 case study groups to work with throughout the term. They are asked to collaboratively develop a discussion structure – introduce context, identify important social and ethical issues, and discuss benefits and limitations of options. Demonstrate understanding of the challenges of decision makers. Students are encouraged to ask questions, challenge perspectives and bring different dimensions to the discussions, ultimately linking course material to the presentation. Role play: Students will be prepared for active engagement in role play exercises linked directly to the case study topic. They will be guided to take on a fictitious character role, to argue for or against the choices at hand in the case study. Note: This is not an acting class. Students are not graded as such. Rather, the aim herein is to engage in meaningful understanding of different characters’ roles or perspectives within the scenario. This is an opportunity for you to both explore and practice constructive, effective communication styles to best support or defend your argument or position in the situation. Portraying multiple roles, seeing a situation from multiple perspectives is an asset to decision making. Grading Criteria for role play presentation Grading will be on an incomplete or complete basis. Full points are awarded for completing the following components: Case study analysis (to be depicted in the role play) – 5 points; Role play presentation – 5 points; 10 points in full. Case study analysis: Students were actively engaged in collaborative group discussions and planning of the presentation; they identified the events leading to the dilemma or problem; challenges for decision-makers were depicted; pros and cons with potential solutions were offered for individuals and/or institutions; course learning was applied to the case analysis. Role play presentation: Students were actively engaged in the portrayal of well- developed, believable fictitious characters that represent the real case study individuals; characters reflected diverse views, perspectives and behaviours, attitudes or beliefs; students in role as these characters demonstrated understanding of various

predicaments, expected roles and affiliated expectations, responsibilities, accountability or consequences for their actions; students in role presented clear evidence-based arguments for or against the position taken. Case studies: Students are required to read the chapter for their case study presentation (in Deber & Mah, 2018). 1. Developing and implementing a national network for infectious disease (chapter 7). Compare and contrast SARS in Toronto with COVID-19 (in Canada, in BC). This case addresses policy issues including public health, intergovernmental relations, ethics, privacy and globalization. Roles: Minister of Health for BC; Canada Infoway Pan Surveillance Project. 2. Licensing international doctors and nurses in Ontario (chapter 10). Compare and contrast with the current situation in BC. Addresses policy issues, human resources, immigration, equity, efficiency. Roles: Your committee in BC was asked how to manage allowing foreign-trained professionals to practice. 3. Primary health care in Ontario (chapter 11). Compare to BC. Addresses primary care models, achieving reform, and role of institutions and interest groups. Role: You are a government official in BC responsible for primary care policy, asked to develop strategy. 4. Paying for new cancer drugs (chapter 12). Addresses cost effectiveness, role of technology assessment, role of patients in decision making, and pharmaceutical pricing. Role: As BC Minister of Health, how would you address these issues? Discuss roles of federal and provincial governments, cancer experts, and patients. 5. Pharmaceutical conflicts (chapter 15). This could be combined with case study #4. Addresses policy goals, framing of issues, scope of conflict, pressure groups, and globalization. Role: You are the federal Minister of Trade, under pressure to reduce drug prices. What are your recommendations? 6. Long term care reform in Ontario (chapter 19). Addresses alternative ways to finance and deliver care, public and private roles , and definition of ‘medically necessary’. Role: You are in a province that does not currently provide publicly funded home care services and are asked to examine the Ontario experience. What are your recommendations to BC? Who should be covered and for which services? Compare and contrast to BC. Individual Papers Individual weekly reflection papers on text readings As part of the weekly class discussion assignment students are asked to turn in an individual brief paper, hard copy in class, for each week throughout the class. This paper reflects the student’s understanding of the text chapter content and their response to the reflection questions. Paper length is 1 page minimum, 2 pages maximum; bullet- point format accepted. The reflection questions are posted in the Schedule-at-a-Glance section of the syllabus.

or what does it impact? (10 marks) 3. Historical context: How did the issue arise? What are the political, policy, social, value, economic, ethical and/or practice conditions? What are the consequences of the issue not being resolved? (10 marks) 4. Current status of the challenge or issue: What forces, phenomena and/or conditions are influencing the issue? What is your critical assessment of those? How strong or weak is the evidence surrounding the issue? (20 marks) 5. Discussion of the appropriate and/or necessary steps in resolving the issue: What should be done? What does the future hold? (20 marks) 6. Concluding remarks: Summarize your paper. (10 marks) 7. Style and grammar. (10 marks) 8. Readability and logic (10 marks) Length: 20 double-spaced pages (that include title page, body, and references). References: Please use APA style https://www.uvic.ca/library/research/citation/documents/apa.pdf If you have any questions about the topic, scope, feasibility, or approach, please contact me. This major paper is due on April 8, 2024. There will be a 5-point penalty for each day the paper is late. Topics for this paper: You may choose to write an individual final research paper on the case study topic or select from the topics listed below. Note: You are not restricted to these topics; if you have a topic you would like to explore, please contact me to discuss it. 1. Review the criteria of the Canada Health Act. Which criteria mean the most to you? Conduct a search for articles addressing and/or criticizing the principles and conditions of the Canada Health Act as it now stands. Express your opinion of its effectiveness in today’s society. Do you feel that the criteria of universality, accessibility, comprehensiveness, portability, and public administration meet the needs of Canadians today? How might improvements be made in the future? 2. Review and analyze the Truth and Reconciliation Commission of Canada report and its recommendations. Identify the recommendations that are a high priority for addressing the health status of indigenous Canadians. How have the government of Canada and province of British Columbia, healthcare providers and indigenous communities responded to the recommendations? What are some of the successes? What are some of the failures? What are the opportunities to be grasped? 3. What do we know about the healing practices of indigenous Canadians pre-contact? What health, social, ethical, economic, and political challenges and issues did contact create? What have been the consequences of the settler colonization for indigenous

peoples? What actions are essential in Canadian public policy and healthcare delivery to improve the health status of indigenous Canadians? 4. The COVID-19 pandemic created a major crisis for the health of Canadians. The federal government, provinces and territories have respective roles and responsibilities in relation to the response to the pandemic. Identify and explain the respective roles and responsibilities. Assess how well the federal, provincial, and territorial governments performed their duties. What were the strengths in the responses and what were the weaknesses? What opportunities were forfeited? What would you recommend for improving future pandemic responses? 5. Healthcare reform in Canada has been under way for several decades. Each of the provinces has undertaken a different path in respect to the governance, structure, and timing of the reforms. Select two provinces that have taken different approaches to their health reforms with a view to comparing and contrasting them. What was the rationale for the approaches taken? What have been the results of the reforms? Did they achieve their objectives? What remains to be done in the future? 6. The first two waves of the COVID-19 pandemic had a preponderantly significant impact on the lives of elderly Canadian residents in long term care facilities. Over 18,000 Canadians passed during the first two waves of the pandemic. Why did such an inordinately high proportion of elderly Canadians in care lose their lives during this period compared to peer group OECD (Organization for Economic Co-operation and Development) comparisons? What were the causes of this tragedy? How could it have been prevented? What changes are necessary to avoid this tragedy in the future? 7. The B.C. Supreme Court dismissed a court challenge of the Cambie Surgery Centre in Vancouver that claimed that the province’s healthcare system deprived the rights of patients to access to timely care. Review the Supreme Court decision and the evidence put before it with a view to analyzing the question of whether Canadians should have the right to spend their own money to jump the queue and have medical or surgical interventions in their home province in a timely manner. There is no barrier to patients accessing these services outside of Canada. What are the pros and cons to the arguments on both sides? Defend your stand on the issue. 8. Many Canadians do not have access to their own family physician or primary healthcare provider. What is the magnitude of the problem of access to a primary healthcare provider in Canada and in your province? What are the consequences of this? What are the barriers to access? What is being done to address those issues and challenges? 9. The pandemic exacerbated the issues and challenges of providing safe and accessible care and support to those who are addicted to fentanyl and other opioids. What was the toll in your province or opioid-related deaths? What steps were taken to remedy this situation? Were they successful? What were the barriers? What steps should be taken in the future to ameliorate these deaths? 10. Healthcare providers are increasingly accessing and using electronic health records.

Grading Scheme Letter: A+ A A- B+ B B- C+ C D Numerical: 90-100 85-89 80-84 77-79 73-76 70-72 65-67 60-64 50-59 GPA: 9 8 7 6 5 4 3 2 1 Grade Description A+, A, A- This is earned by work which is technically superior, shows mastery of the subject matter, and is the case of an A+ offers original insight and/or goes beyond course expectations. B+, B, B- This is earned by work that indicates a good comprehension of the course material, a good command of the skills needed to work with the course material, and the s tudent’s full engagement with the course requirements and activities. A B+ represents a more complex understanding and/or application of the course material. C+, D This is earned by work that indicates an adequate comprehension of the course material and the skills needed to work with the course material and that indicates the student has met the basic requirements for completing assigned work and/or participating in class activities. D This is earned by work that indicates minimal command of the course materials and/or minimal participation in class activities that is worthy of course credit toward the degree. S CHEDULE AT A G LANCE A LL CLASSES ARE STRUCTURED AS PARTICIPATORY WORKSHOPS INTEGRATING INSTRUCTOR SHORT LECTURES ON REQUIRED TEXT CONTENT , AND SMALL - GROUP ACTIVITIES . N OTE : S CHEDULE MAY BE ADJUSTED AS NEEDED ; CONTENT REMAINS THE SAME . WEEK TOPIC WEEK 1 T HE H ISTORY OF H EALTH C ARE IN C ANADA (T HOMPSON , 2024) J AN . 8 - C LASS ORIENTATION : R EVIEW SYLLABUS , ASSIGNMENTS , CHAPTER REFLECTION PAPERS , SMALL GROUP CASE STUDY PROCESS RE 6 CASE STUDY SCENARIOS , FORMATION OF STUDENT SMALL GROUPS JAN. 11 - I NSTRUCTOR LECTURE - I NDIVIDUAL REFLECTION PAPER #1 DUE - S MALL - GROUPS DISCUSSION - C ASE STUDY SMALL - GROUPS PLANNING , CONFIRM STUDENT SIGN - UP - S TUDENTS DISCUSS AND ESTABLISH THEIR WORKING GROUP PROCESSES , ENGAGEMENT

- GUIDELINES , BEGIN TO DEVELOP CASE STUDY OUTLINE AND PARTICIPANT ROLES WEEK 2 I NDIGENOUS HEALTH AND HEALTH CARE JAN. 15 - I NSTRUCTOR LECTURE JAN. 18 - I NSTRUCTOR LECTURE - I NDIVIDUAL REFLECTION PAPER #2 DUE - S MALL - GROUPS DISCUSSION - C ASE STUDY WORKING GROUPS N OTE : J AN . 21 IS THE LAST DAY TO DROP CLASS FOR 100% FEE REDUCTION WEEK 3 T HE ROLE OF THE FEDERAL GOVERNMENT IN HEALTH CARE JAN. 22 - I NSTRUCTOR LECTURE JAN. 25 - I NSTRUCTOR LECTURE - I NDIVIDUAL REFLECTION PAPER #3 DUE - S MALL - GROUPS DISCUSSION - C ASE STUDY WORKING GROUPS WEEK 4 T HE ROLE OF THE PROVINCIAL & TERRITORIAL GOVERNMENTS IN HEALTH CARE JAN. 29 - I NSTRUCTOR LECTURE - S MALL - GROUPS DISCUSSION - C ASE STUDY WORKING GROUPS F EB . 1 - G UEST S PEAKER , P HILIP F RIESEN : D IRECTOR – LONG TERM CARE / OPERATIONS ISLAND HEALTH , WILL PRESENT ON LONG TERM CARE AND MINISTRY OF HEALTH DIRECTIVES , LEGISLATION , AND FUNDING . H E WILL SPEAK BROADLY ON HOW PROVINCIAL GOVERNMENTS SET POLICY , PROVIDE FUNDING , AND SET DIRECTIVES . N OTE REQUIRED READING PRIOR TO THIS PRESENTATION : ‘E VERY VOICE COUNTS : L ONG - TERM CARE RESIDENT AND VISITORS SURVEY RESULTS – 2023 ’ (O FFICE OF THE SENIORS ADVOCATE ) - I NDIVIDUAL REFLECTION PAPER #4 D UE WEEK 5 T HE DOLLARS AND “ SENSE ” OF HEALTH CARE FUNDING FEB. 5 - I NSTRUCTOR LECTURE - Q UIZ # 1 ( COVERS CHAPTERS 1-3) FEB. 8 - I NSTRUCTOR LECTURE / P OTENTIAL GUEST SPEAKER

WEEK 10 T HE LAW AND H EALTH C ARE M ARCH 11 - I NSTRUCTOR LECTURE - Q UIZ #2 ( COVERS CHAPTERS 4-7) M ARCH 14 - I NSTRUCTOR LECTURE - S MALL - GROUPS DISCUSSION - C ASE STUDY WORKING GROUPS - I NDIVIDUAL REFLECTION PAPER #10 DUE WEEK 11 E THICS AND H EALTH C ARE M ARCH 18 - GUEST SPEAKER , D R . D AVID R OBERTSON : M EDICAL D IRECTOR – I SLAND H EALTH MAID PROGRAM , VANCOUVER ISLAND HEALTH AUTHORITY ; PRESENTATION / DISCUSSIONS M ARCH 21 - I NSTRUCTOR LECTURE - S MALL - GROUPS DISCUSSION - C ASE STUDY WORKING GROUPS - I NDIVIDUAL REFLECTION PAPER #10 DUE WEEK 12 S MALL - GROUP CASE STUDY PRESENTATIONS BEGIN M ARCH 25 - S MALL - GROUP CASE STUDY ROLE PLAY PRESENTATIONS M ARCH 28 - S MALL - GROUP CASE STUDY ROLE PLAY PRESENTATIONS WEEK 13 S TUDENT S MALL -G ROUP C ASE S TUDY P RESENTATIONS ( CONT .) APRIL 1 - UV IC CLOSED (E ASTER M ONDAY ) A PRIL 4 - S MALL - GROUP CASE STUDY ROLE PLAY PRESENTATIONS - Q UIZ #3 ( COVERS CHAPTERS 8-10) WEEK 14 S TUDENT S MALL -G ROUP C ASE S TUDY P RESENTATIONS A PRIL 8 LAST CLASS - I NDIVIDUAL RESEARCH PAPER DUE - S MALL - GROUP CASE STUDY ROLE PLAY PRESENTATIONS C OURSE E XPERIENCE S URVEY I value your feedback on this course. Towards the end of term you will have the opportunity to complete a confidential course experience survey (CES) regarding your learning experience. The survey is vital to providing feedback to me regarding the course and my teaching, as well as to help the department improve the overall program for students in the

future. When it is time for you to complete the survey, you will receive an email inviting you to do so. If you do not receive an email invitation, you can go directly to your CES dashboard at ces.uvic.ca . You will need to use your UVic NetLink ID to access the survey, which can be done on your laptop, tablet, or mobile device. I will remind you nearer the time but please be thinking about this important activity, especially the following three questions, during the course. 1. What strengths did your instructor demonstrate that helped you learn in this course? 2. Please provide specific suggestions as to how the instructor could have helped you learn more effectively. 3. Please provide specific suggestions as to how this course could be improved. R ESOURCES 1. Academic Year Important Dates 2. Computer Help Desk 3. Equity and Human Rights Office 4. HINF Library 5. HSD Indigenous Student Support 6. Indigenous Academic & Community Engagement 7. Learning and Teaching Support and Innovation 8. Math and Stats Assistance Centre 9. Office of the Ombudsperson 10. Office of Student Life 11. Sexualized Violence Prevention & Support 12. Student Mental Health 13. UVic Libraries 14. Well-being O NLINE L EARNING T ECHNOLOGIES Instructors use a variety of educational technology in courses including internet-based technologies or web-based applications, cloud services and social media. The use of technology is part of your engagement at the University. Some of these learning tools may collect, use and/or disclose your personal information and store or access that information outside of Canada. UVic cannot require students to disclose personal information to technologies or organizations which may store information on servers located outside of Canada because disclosure of personal information to vendors, systems or services storing or accessing that personal information outside of Canada is restricted by section 30.1 of BC's Freedom of Information and Protection of Privacy Act (FIPPA). Personal information is information about an identifiable individual; for example, your name or your email address. As of the creation of this course, the following educational technologies, which stores or accesses your personal information outside Canada, are required for this course:

having unauthorized materials such as a phone or notes during a test), and helping others cheat. We encourage you to review the University’s Policy on Academic Integrity and we expect you to adhere to this policy in its entirety. 3. Privacy and Access to Information Office 4. Accessible Learning – The University of Victoria is committed to creating a learning experience that is as accessible as possible. If you are registered with the Centre for Accessible Learning (CAL) and anticipate or experience any barriers to learning in this course, please feel welcome to discuss your concerns with me. If you have a disability or chronic health condition, or think you may have a disability, you may also want to meet with an advisor at the Centre for Accessible Learning https://www.uvic.ca/accessible-learning/ 5. Integrity Matters 6. UVic Grading Scale & Review Process C ENTRE FOR A CADEMIC C OMMUNICATION At the Centre for Academic Communication (CAC) , we offer online one-on-one tutorials, workshops, and more. Our free services are available to all University of Victoria students. We are here to support you with reading, writing, speaking, understanding academic expectations, and other aspects of academic communication. For details see: https://onlineacademiccommunity.uvic.ca/writingresources/ D ISCRIMINATION AND H ARASSMENT Discrimination and Harassment are prohibited at the University of Victoria. Members of the University Community have the right to work, study and participate in activities at the university in an environment free of Discrimination and Harassment. Eligible WorkSafeBC claimants also have a right to an environment free of workplace bullying or harassment as it is defined by regulations pursuant to the British Ćolumbia Workers’ Compensation Act. Please refer to University of Victoria discrimination and harassment policy at: https://www.uvic.ca/universitysecretary/assets/docs/policies/GV0205_1150_.pdf and WSBC bullying and harassment policies at: https://www.uvic.ca/ohse/assets/docs/BH_policies_Nov1_2013.pdf S EXUALIZED V IOLENCE P REVENTION AND R ESPONSE AT UV IC UVic takes sexualized violence seriously, and has raised the bar for what is considered acceptable behaviour. We encourage students to learn more about how the university defines sexualized violence and its overall approach by visiting www.uvic.ca/svp. If you or someone you know has been impacted by sexualized violence and needs information, advice, and/or support please contact the sexualized violence resource office in Equity and Human Rights (EQHR). Whether or not you have been directly impacted, if you want to take part in the important prevention work taking place on campus, you can also reach out: Where: Sexualized violence resource office in EQHR, Sedgewick C119 Phone: 250.721.8021 Email: svpcoordinator@uvic.ca Web: www.uvic.ca/svp U NIVERSITY OF V ICTORIA S TUDENTS ’ S OCIETY (UVSS) The UVSS is a social justice based non-profit run by students, for students and is entirely separate from UVic. As an undergrad student, you are already a member! We work on

issues affecting students such as affordability, public transit, sexualized violence, sustainability, student employment, and much more. We fund clubs and course unions, and have several advocacy groups. We also have a Food Bank and Free Store, a Peer Support Centre, and run your health and dental plan. We are here to support you, so please reach out to us at uvss.ca! F AIR D EALING S TATEMENT This copy was made pursuant to the Fair Dealing Guidelines of the University, library database licenses, and other university licenses and policies. The copy may only be used for the purpose of research, private study, criticism, review, news reporting, education, satire or parody. If the copy is used for the purpose of review, criticism or news reporting, the source and the name of the author must be mentioned. The use of this copy for any other purpose may require the permission of the copyright owner. C OPYRIGHT S TATEMENT All course content and materials are made available by instructors for educational purposes and for the exclusive use of students registered in their class. The material is protected under copyright law, even if not marked with a ©. Any further use or distribution of materials to others requires the written permission of the instructor, except under fair dealing or another exception in the Copyright Act . Violations may result in disciplinary action under the Resolution of Non-Academic Misconduct Allegations policy (AC1300) . T RANSCRIPTION & C APTIONING S TATEMENT Auto-generated transcription and captioning is enabled in this course. Please be aware that automated transcription and captioning is at best 70-90% accurate and by nature will include error. This depends on the subject matter, speaker, audio quality etc. Words prone to error include specialized terminology and proper names. Students are asked to refer to the audio feed for clarification of any errors. If you find transcription or captioning that is offensive, please contact your instructor and/or teaching assistant so that they are aware. If you require captions as part of an academic accommodation, please contact CAL . O NLINE C ONDUCT S TATEMENT The University of Victoria is committed to promoting critical academic discourse while providing a respectful and supportive learning environment. All members of the university community have the right to this experience, and the responsibility to help create, such an environment. The University will not tolerate racism, sexualized violence, or any form of discrimination, bullying or harassment. Please be advised that by logging into UVic’s learning systems and interacting with online resources you are engaging in a university activity. All interactions within this environment are subject to the university expectations and policies. Any concerns about student conduct may be reviewed and responded to in accordance with the appropriate university policy. To report concerns about online student conduct: onlineconduct@uvic.ca . C LASS RECORDING (E CHO 360) Be aware that sessions in this course may be recorded to allow students who are not able to attend to watch later. The recording will be posted in Brightspace. Students who have privacy concerns can contact me and will have the option to limit their personal