class syllabus winter, 2016 univ*3000 – civic … community toolbox, chapter 3, section 2:...

UNIV*3000: Civic Engagement & Service Learning Class Syllabus Winter, 2016

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UNIV*3000 – Civic Engagement & Service Learning Class Details Day/Time: Mondays, 7:00 pm – 9:50 pm Location: MacKinnon 312 40th day of class: March 11th

Instructor Details Janet Doner Office: UC Level 3, 318D (In Student Life) Office Hours: Tuesdays 1:30pm – 3:30pm, or by appointment Email (best option): [email protected] (note that I generally do not check email in the evenings or on weekends) Ph: (519)824-4120 x 52782

Course Content This course is designed to build on and develop students’ skills, knowledge and values for civic engagement and service learning. Through course readings, in-class discussion, community projects, and team work, this course will explore the concepts of civic engagement, development, collaboration, engagement, project design, implementation, evaluation and communication.

This course includes a team-based community-engaged project with a local partner organization, which will require you to commit approximately 30 additional hours of out-of-class time over the course of the semester (not including travel to and from, and additional group meeting time). The community-engaged learning component of the course is integral to the course content and process, and has been factored into the design of assignments and course reading load.

Learning Outcomes By the end of this course, you will be able to:

Name the specific skills, knowledge and values you have for working in community engagement, as well as those you are still developing;

Identify strengths, and opportunities for growth that exist in a community;

Create a logic model to identify the theory of change of a project;

Implement a community-engaged project and evaluate your contribution, as part of a working group;

Communicate the social value of a community engagement project.

mailto:[email protected]


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Class Schedule and Learning Materials Each class will focus on a topic related to civic engagement that will help to scaffold your learning experience with your community project. The following is a schedule of class dates, corresponding guiding questions, and required readings or materials. As the course has been designed to be very participatory, drawing from experiential learning theory where everyone is both educator and learner, it is very important that you come prepared to class having read the material or done the prep work so that the class experience can build from that material. You will find all links to readings (or where to find them) in Courselink.

Date, Topic Guiding Question(s)/ Content Overview, Required Readings/Activities (all readings/links can be found in Courselink)

Jan. 11th Setting the Stage

• Introductions • Course overview • Choosing community projects and teams

Jan. 18th Laying foundations for teamwork, and self as learner

• Working collaboratively together in the course • How do our learning styles impact group process? • Getting to know your team: strengths in diversity • Tools for communicating through conflict

Required Reading/Task 1. Westheimer, J. & Kahne, J. (2004) What kind of citizen? The

politics of educating for democracy. 2. Schugurensky, D. (2010). Learning citizenship through and for

participatory democracy (pp. 17-30). 3. Putnam, R. and Sander, T. (2010). Still Bowling Alone? The Post-

9/11 Split (pp. 9-16) 4. Complete VIA strengths exercise and bring results to class (found

in Courselink). Additional reading 1. Merrifield, J. (2002). Chapters 2, 7 & 8 in Learning citizenship. 2. http://www.parl.gc.ca/Content/LOP/ResearchPublications/2010-

23-e.htm#a2

Jan. 25th Community-engaged learning and its impact on civic engagement Self-Assessment #1 due (Jan. 25)

Bring your laptops to class! • Doing effective community research (Guest speaker Melanie

Parlette-Stewart, University of Guelph Library) • What is our role as citizens in our community? • What does civic engagement mean? • Community Asset Mapping: tool to understand community

stakeholders Required Reading 1. The Community Toolbox, Chapter 3, Section 2: Understanding and

describing the community (website). 2. Ontario Healthy Communities Coalition. Mapping your community

assets (website).

http://www.parl.gc.ca/Content/LOP/ResearchPublications/2010-23-e.htm#a2

http://www.parl.gc.ca/Content/LOP/ResearchPublications/2010-23-e.htm#a2


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Feb. 1st Problem Tree Analysis Journal # 1 due (Feb. 3)

• Using a problem tree analysis framework to identify strategies for problem solving and project development

• Sharing successes, challenges, learnings, and questions thus far Required Reading

1. Community Sustainability Engagement: Evaluation Toolbox. Problem Tree/Solution Tree Analysis (website).

Feb. 8th Building a Logic Model Info Gathering + Needs Assessment due (Feb. 8)

• What is a logic model, what is its purpose and how do you build one? (Guest speaker Dr. Anne Bergen, Knowledge to Action Consulting)

• Project team time: building your project logic model Required Reading 1. Hoggarth, Liz, and Comfort, Hilary (2010). A Practical guide to outcome evaluation,

chapters 1 and 3. 2. Community Toolbox: Developing a Logic Model or Theory of Change (website). Additional Reading 1. Community Sustainability Engagement: Evaluation Toolbox. Problem Logic

(website).

Feb. 15th Reading Week

No Class

Feb. 22nd Project Evaluation and Social Value Journal #2 due (Feb. 24)

• Finding the right question (and tools) for project evaluation • How do we communicate ‘social value’ in a way that partners, funders and the

public find useful? • Project team time: developing your evaluation framework

Look at these organizations’ websites/annual reports; in what ways are they effective in communicating the value and impact of their work?

United Way of Toronto and York Region: http://www.unitedwaytyr.com/annualreport

Engineers Without Borders (Failure and Annual Reports): https://www.ewb.ca/resources

Oxfam Canada: http://www.oxfam.ca/sites/default/files/oxfamar2015digital.pdf

Ghana Medical Help: https://gallery.mailchimp.com/daa5e35848409643ad33608b2/files/GMH_2015_Annual_Report.pdf

Wyndham House: http://www.wyndhamhouse.org/wp-

content/uploads/2015/08/WHAnnualReportSpreads2014-15FINAL.pdf Feb.29th Socialized Power: Understanding it and how it influences our work Group

• What are Social Determinants of Health (Guest Speaker from Wellington-Dufferin-Guelph Public Health)

• Activity: The Last Straw • How does our social location impact our relationships within our community?

Required Reading

1. Mikkonen, J, Raphael, D. (2010). Social Determinants of Health: The Canadian Facts.

2. Wellington-Dufferin-Guelph Public Health. (2013). Addressing social

http://www.unitedwaytyr.com/annualreport

https://www.ewb.ca/resources

http://www.oxfam.ca/sites/default/files/oxfamar2015digital.pdf

https://gallery.mailchimp.com/daa5e35848409643ad33608b2/files/GMH_2015_Annual_Report.pdf

https://gallery.mailchimp.com/daa5e35848409643ad33608b2/files/GMH_2015_Annual_Report.pdf

http://www.wyndhamhouse.org/wp-content/uploads/2015/08/WHAnnualReportSpreads2014-15FINAL.pdf

http://www.wyndhamhouse.org/wp-content/uploads/2015/08/WHAnnualReportSpreads2014-15FINAL.pdf


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Community Project Plan due (March 4)

determinants of health in Wellington-Dufferin-Guelph. Read first 16 pages, and then read sections on three social determinants of health that are most applicable to your project.

Suggested Viewing

3. TED Talk - Richard Wilkinson: How economic inequality harms societies.

March 7th Bridges Out of Poverty

Bridges Out of Poverty Training

Bridges Out of Poverty is a framework for professionals in all community sectors. It helps people to understand the hidden rules and culture of poverty, and to build relationships that create a sustainable community for all. Public Health Nurse, and Bridges Facilitator, Elaine Weir will facilitate an abbreviated training for the class on this crucial and relevant topic.

March 14th Working in Community Engagement Journal # 3 due (March 16)

• Learning from our partners: What does community engagement mean and look like? (Guest speakers from community organizations)

• Finding paths into community engaged work

March 21st Wrapping it up: Reflecting on our learning

• Preparing for effective presentations • Looking back to move forward: key learnings from this course, and transferable

skills

March 28th Conference Day 1 Reference Letter due/presentation

• Four groups will present on this day. Each community engagement group will share a 20 minute presentation about their project in any format they wish (using the guidelines outlined in the demonstration opportunity #6, found on p. 12), followed by 10 minutes of facilitated discussion (led by your team) of questions and comments generated by conference participants.

April 4th Conference Day 2 Reference letter due/ presentation

• Four groups will present on this day. Each community engagement group will share a 20 minute presentation about their project in any format they wish (using the guidelines outlined in the demonstration opportunity #6, found on p. 12), followed by 10 minutes of facilitated discussion (led by your team) of questions and comments generated by conference participants.


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Assessment Overview In this course, you will be assessed based on your performance/engagement through four individual and two team-based demonstration opportunities (DO). Information on weight of each DO, due dates, instructions, and general rubrics can be found below.

Demonstration Opportunity Date Due Weight

DO#1 – Self-Assessment #1 (individual – creative project) Jan. 25 15%

DO#2 – Self-Reflection Journal submissions (individual) Feb. 3, Feb. 24, March 16

15%

DO#3 – Info Gathering Research and Needs Assessment (individual) Feb. 8 15%

DO#4 – Project Plan (group) March 4 20%

DO#5 – Self-Assessment #2 (individual - reference letter) Mar. 28/April 4 10%

DO#6 – Group Presentation (group) Mar. 28/April 4 25%

DO#1 (Individual): Self-Assessment as a Community-Engaged Practitioner, Before Learning Outcome(s) Addressed: Name the specific skills, knowledge and values you have for working in community engagement, as well as those you are still developing. Overall value: 15% Due: January 25. Physical projects must be handed in before or during class on the day the submission is due. Accompanying written components may be submitted via Courselink Dropbox by 11:59pm on the due date. Length: Creative presentation aside, text submissions should be no longer than 1,200 words, 12pt font, double-spaced. If your creative component takes the form of text instead, the maximum length is 1500 words.

Instructions: Prepare a self-reflection of your most salient and applicable a) skills, b) knowledge, and c) values that you possess that will best contribute to your work as a community-engaged practitioner in your community project. You must highlight two strengths in each of the three categories, describe what contributed to their development, provide evidence of your efficacy in these areas, and why they are important to the community-engaged work you will be doing. You must also identify one opportunity for growth in each category that you would like to develop over the semester within this course, and how you intend to do that. If space allows in the word maximum, you may include more than the minimum. You may use any media you wish (drawings, photos, video, text, music, poetry, etc.) to assist in conveying the above; you are encouraged to choose a medium that creatively sheds more light on who you are. Examples from past students have included comic strips, scientific magazine article format, collages, music, poetry, paintings, a scrapbook, mini-books, etc. You will not be graded on your artistic skills, but rather how the creative element enhances the significance of your self-assessment. Some people best express themselves creatively through words, so don’t be intimidated or feel that you suddenly need to conquer a new art form. Please ensure that any creative interpretation is accompanied by a written explanation so that the meaning is clear. The self-assessment should present to the reader/listener your; a) self-perceived strengths and b) opportunities for growth.


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Here are examples of reflecting on knowledge, skills and values/attitudes. Knowledge - What you know

• Eg. Self-perceived strength: “I am competent in using non-discriminatory language, which I learned through an anti-oppression training I took as part of my volunteer work with the women’s shelter. I have demonstrated my competency in inclusive language through the volunteers’ handbook I created for our Right to Play group on campus. Using non-discriminatory, inclusive language will be important in our community project at the clothing closet to insure that we are creating a welcoming space for all community members.”

• Eg. Opportunity for growth: “I am still learning about how complexity theory applies to this project. I think this will be important for me to do some independent reading on, as my community partner has identified complexity theory as critical to understanding the work they do and their decision making process. As a strategy to learn more about it, I am going to read Getting to Maybe, by Westley, Zimmerman and Patton.”

Skills – What you can do

• Eg. Self-perceived strength: “I can facilitate complex, multi-stakeholder meetings. I took a course on facilitation through the Anima Leadership Institute, and then had the opportunity to shadow a facilitator in two workshops, taking responsibility for two sessions where community members discussed their concerns about a new strip mall that was being proposed. Facilitating challenging discussions will be very useful in our community project with the community gardening project, as I will be able to bring my skills of soliciting opinions from diverse members.”

• Eg. Opportunity for growth: “I am working towards being able to speak fluidly in three different languages. Languages are important for building diverse communities, and making sure people’s voices and ideas are heard. The community organization works with many new immigrant families; I am currently working on my Spanish speaking skills by being a language buddy to a Spanish-speaking ESL student, where we meet once a week for an hour to practice our language skills.

Values/Attitudes – Principles or assumptions that guide your actions. Your intentions toward others when you work with them

• Eg. Self-perceived strength: “I have been working on being patient toward others, even when I disagree with them. As a result, I’ve been interrupting people less often than I used to. I have focused on developing my patience over the last year in group projects, and in my last course, I received positive feedback from my group members about my ability make space for other people’s ideas, and remaining objective in the planning process. I think this will be particularly helpful in our group process as our community partner has provided our team with more autonomy for the direction of the project.”

• Eg. Opportunity for growth: “I find it challenging to always be respectful when I get frustrated. Demonstrating respect builds relationships and opens doors in communication with other people. In our community project I will be working with youth, and it is particularly important that I role-model respect, especially when I am frustrated. I’m working on taking a breath when I notice myself getting frustrated, asking more questions to better understand people’s points of view, echoing back what I hear them say, and talking with colleagues when I get frustrated using “I” statements.”


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Assessment: The Self-Assessment will be assessed out of 25 points – using the following rubric - with a weight of 15% of your total mark.

1 - Novice 2 - Effective 3 - Outstanding

Content (name the strengths and opportunities for growth) 9 points

Identifies some perceived strengths and opportunities for growth of knowledge, skills and values/attitudes, but connection to assignment is vague. (4-5 points)

Clearly identifies required number of perceived strengths and opportunities for growth of knowledge, skills and values/attitudes. (6-7 points)

Clearly identifies required number (and more) of perceived strengths and opportunities for growth of skills, knowledge and values/attitudes, and uses course material and knowledge of community project to indicate their relevance. (8-9 points)

Critical Reflection (examine their relevance) 13 points

Provides some evidence of perceived strengths of knowledge, skills and values. Minimally articulates the relevance of opportunities for growth. (7-8 points)

Provides evidence of practice of perceived strengths of knowledge, skills and values/ attitudes. Articulates why opportunities for growth will be helpful to their learning and role in the project. (9-10 points)

Provides evidence of practice of perceived strengths, and uses course material, understanding of civic engagement, and knowledge of community partner to indicate their relevance. Clearly explains how opportunities for growth will be helpful to their learning and role in project, and identifies strategies for acquisition. (11-13 points)

Presentation Style 3 points

Does not include a creative component to enhance the presentation/significance of their self-assessment. (0 points)

Incorporates some creativity into the presentation of the self-assessment. (1-2 points)

Incorporates creativity into the self-assessment that symbolically enhances and emphasizes one’s strengths and opportunities for growth. (2.5-3points)

DO#2 (Individual): Self-reflection journal Learning Outcome(s) addressed: Name the specific skills, knowledge and values you have for working in community engagement, as well as those you are still developing. Overall value: 15% (5% per journal submission) Due: Feb. 3, Feb. 24, and Mar. 16. Journal entries are due via Courselink Dropbox by 11:59pm on the days they are due. They will be returned with comments by the beginning of class the following week, however a mark will not appear in Courselink until the end of term. Length: Each reflection should be 2 pages, 12pt font, double space; APA for any included references.

Instructions: Based on the readings, class discussions and activities, and community group projects, you will write a self-reflection piece that addresses the question: What am I learning about myself as an actor in community engagement?


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Your reflections will incorporate ideas generated from your participation in class, course readings, and community project work during the timeframe leading up to the submission due date. For example, the submission for Feb. 3 should address learning that takes place during the first four weeks of the semester. It is fine to build upon learning from previous self-reflection submissions and to completely contradict what you may have written before. Learning does not happen linearly, nor does our learning have to follow a rigid path based on the meaning we have made from a previous experience. I encourage you to challenge yourself about what you know and think, and how you have come to think this way, and to be honest with the ideas you are wrestling with. Assessment: Assessment of your self-reflection journal will be summative and appear in Courselink at the end of term following the final submission on March 9, but will be broken down into three segments; 5% each, with a grade written on each returned journal submission. This assignment will be assessed out of 10 points each time– using the following rubric - with an overall weight of 15% of your final mark.

1- Novice 2 - Effective 3 - Outstanding

Content (identify key learning points) 5 points

Draws minimally from class content and community project to understand community engaged work and self within it. (2 – 2.5 points)

Draws from various aspects of learning both within (class activities, readings) and outside (community project, team work) of class to deepen understanding of community engaged work and self within it. (3 – 4 points)

Draws significantly from various aspects of learning both within class (activities, discussion, readings) and outside class (community project, team work) to deepen understanding of community engaged work and self within it. (4.5 - 5 points)

Critical Reflection (examine their relevance) 5 points

Minimally uses course material and activities to interpret experience and articulate learning. (2 – 2.5 points)

Effectively uses course material and activities to interpret experience and articulate learning as it relates to community engaged work. (3 – 4 points)

Not only demonstrates significant understanding of experience through course material, but poses new questions and areas for development for deeper learning. (4.5 – 5 points)

DO#3 (Individual): Information Gathering Research & Needs Assessment Report Learning Outcome(s) Addressed: Identify strengths and opportunities for growth that exist in a community. Overall Value: 15% Due: February 8. All reports must be submitted on Courselink Dropbox by 11:59pm on this date. Length: 1000 – 1500 words (4-6 pages) including references, 12pt font, double spaced. APA format.

Instructions: In order to help inform your group community project, conduct information-gathering research with a specific focus on your community project area. Find a minimum of two academic articles (from peer-reviewed academic journals that are theory-based) and two reports (these can be government or organizational publications) that evaluate a community engagement initiative that is relevant to the project on which you are working, so that transferable lessons might be found. Your report should summarize the opportunities and challenges presented in the reports you reference, and make recommendations to be considered in your own community engagement project. If your community


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engagement project addresses multiple issues, you will want to ensure that your teammates either address different issues, or tackle the same issue from a slightly different angle, using different sources and best practices, in order to be as effective as you can in your project implementation.

Assessment: Your report will be assessed out of 25 points – using the following rubric – with an overall weight of 15% of your total mark.


Information Literacy 5 points

Includes minimal information and resources to identify an issue/initiative. (2 – 2.5 points)

Uses a variety of sources to identify and describe an issue/initiative, as per the instructions. (3 – 4 points)

Identifies a variety of sources and critically evaluates information. Identifies gaps in the information retrieved. (4.5 - 5 points)

Content 8 points

Offers a brief overview of a relevant/similar initiative or program. (4.5 – 6 points)

Sites relevant research/theory that connects to the issue being addressed. Offers a comprehensive overview of a relevant/similar initiative or program. (5.5 – 6.5 points)

Provides a concise and comprehensive summary of, and context for, both the group project and a relevant initiative or program from which to make recommendations, incorporating relevant research/theory. Draws from multiple viewpoints. (7 – 8 points)

Analysis 10 points

Summarizes some opportunities and challenges that are relevant to community project. (5 – 6 points)

Compares competing positions on opportunities and challenges provided, and justifies recommendation(s). (7 – 8 points)

Compares competing positions, and synthesizes own ideas as well, to offer and justify recommendations. (8.5 – 10 points)

Grammar and Referencing 2 points

n/a Minor errors in grammatical structure and spelling, and few errors in referencing. (1 point)

Excellent attention to grammar and spelling, and follows referencing guidelines. (2 points)

DO#4 (Group): Project Plan Learning Outcome(s) Addressed: Create a logic model to identify the theory of change of a project; Implement a community-engaged project and evaluate your contribution, as part of a working group (planning stage). Overall Value: 20% Due: March 4. All plans must be submitted on Courselink Dropbox by 11:59pm on this date.

Instructions: Each community engagement group will prepare a community project plan, that is no more than 12 pages in length, 12 pt font, double spaced. The Project Plan should include:

a. Summary of needs assessment findings, and subsequent research/conversations with community partners, that are relevant to your community project;

b. Logic model, outlining the theory of change of the associated initiative/project to which you are contributing;


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c. Description of two shared outcomes that you think are achievable during the course with the community project you are working on. One intended outcome is to be project based, and one intended outcome is to be group/process based;

d. Implementation plan for the community project; how you plan on achieving your stated outcomes, any associated deliverables connected to achieving the outcomes; and articulate how the group will share responsibilities;

e. Evaluation plan; how will you evaluate your contribution to the project and whether or not the outcomes were achieved? What tools will you use to assess the outcomes, and what will the indicators of success be? Who will you talk with for advice on assessing your outcomes, or permission to collect data?

f. Communication plan; how will you share information about your project with a) the community partner, b) the class, and c) any other interested stakeholders (optional)? What method(s) do you intend to you use to convey your findings that will be of most benefit to your community partner?

Assessment: Your Group Project Plan will be assessed out of 25 points – using the following rubric – with a weight of 20% of your total mark. All group members will receive the same mark.


Content 12 points

Addresses some project plan components as outlined in the instructions with limited information. Requires follow-up with instructor to discuss project development. (6.5 – 8 points)

Addresses all of the project plan components; demonstrates an achievable implementation, evaluation and communication plan with minor recommendations for improvements required. (8.5 – 10 points)

Completely addresses all of the project plan components as outlined; demonstrates an achievable, professional plan for delivery, evaluation and communication of proposed outcomes. (10.5 – 12 points)

Analysis 7 points

Logic model demonstrates basic understanding of theory of change as it relates to project. (3 – 4 points)

Logic model articulates theory of change, considers recommendations from needs assessment. (5 – 6) points

Logic model clearly articulates theory of change and understanding of relevant issues; plan draws from strongest recommendations of needs assessment and further sources, including community resources. (6 .5 – 7 points)

Presentation and organization 3 points

n/a Project plan layout is adequate, with some useful images/tables/ graphs. (1 -2 points)

Project plan layout is concise, professional, and appropriately incorporates images/tables/ graphs that are referenced. (2.5 - 3 points)

Grammar and Referencing 3 points

Minimal attention to grammatical/ spelling, or referencing guidelines (8+ errors). (1 point)

Good attention to grammar/spelling follows referencing guidelines (4-7 errors). (2 points)

Excellent attention to grammar/spelling; follows referencing guidelines (0-3 errors). (3 points)


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DO#5 (Individual): Reference Letter (Summative Self-Assessment) Learning Outcome(s) Addressed: Name the specific skills, knowledge and values you have for working in community engagement, as well as those you are still developing; Implement a community-engaged project and evaluate your contribution, as part of a working group. Overall Value: 10% Due: March 28/ April 4 Length: Similar to a normal reference letter, the letter should be no longer than two pages, 12 pt font, single spaced.

Instructions: For your final self-assessment you will write a letter of reference about yourself, written in my voice. The purpose of this assignment is three-fold; it allows you to make meaning of the experience and concretely reflect on what you have learned and developed over the semester; it provides you the opportunity to identify how your skills, knowledge and values that you have developed are transferable to your future as a person, professional, scholar and citizen; and it provides a possible foundation of a real reference letter (for you, from me) in the future. In your reference letter you should include the following:

1. Date, on behalf of whom the reference letter is written (ie. Re: Reference for _____ _____), fictitious person/organization to whom it is addressed (you can decide who, be it grad school program, job, volunteer position, etc).

1. Introduction that explains in what capacity I (Janet) have known you and for how long. Introduction should also include a brief description of your community project, and the specific contributions you made to the team.

4. Identify skills, knowledge and values/attitudes that you have developed - or improved upon - over the semester, as a result this class and its associated activities. Please highlight two in each of the three categories; provide evidence of your development and efficacy in these areas, and why they are important to community-engaged work, and your future aspirations.

5. Make recommendations for two areas of growth (you can choose the categories), and make suggestions of how you might develop yourself in those areas.

6. Concluding statements and summary of recommendation. If space allows in the word maximum, you may include more than the minimum. Assessment: The Self-Assessment will be assessed out of 25 points – using the following rubric - with a weight of 10% of your total mark.


Content (Identify strengths and opportunities) 9 points

Identifies some perceived strengths and opportunities for growth of knowledge, skills and values/attitudes, but connection to experience is vague. (4-5 points)

Clearly identifies required number of perceived strengths and opportunities for growth of knowledge, skills and values/attitudes. (6-7 points)

Clearly identifies required number (or more) of perceived strengths and opportunities for growth of skills, knowledge and values/attitudes, and uses course material and project experience to indicate their relevance. (8-9 points)

Critical Reflection (Examine their

Provides some evidence of perceived strengths of

Provides evidence development of

Provides evidence of development of perceived


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relevance) 13 points

knowledge, skills and values. Minimally articulates the relevance and transferability for future community engagement. (7-8 points)

perceived strengths of knowledge, skills and values/ attitudes, and how they will be applicable in future civic engagement and personal goals. Articulates why opportunities for growth will be helpful. (9-10 points)

strengths, and uses course material, understanding of civic engagement, and experience with community project to articulate their relevance and transferability to future civic engagement and personal goals. Clearly explains how opportunities for growth will be helpful to their ongoing learning and development, and identifies strategies for acquisition. (11-13 points)

Presentation Style 3 points

n/a Includes all elements of the reference letter as outlined. (2 points)

Includes all elements of the reference letter as outlined, and has no spelling or grammatical errors. (3 points)

DO#6 (Group): Group evaluation and recommendations based on delivery of

plan (Conference Presentation) Learning Outcome(s) Addressed: Implement a community-engaged project and evaluate your contribution, as part of a working group; communicate the social value of community engagement projects in traditional and innovative ways. Overall Value: 25% Due: March 28/ April 4

Instructions: Each community engagement group will prepare a 20-minute presentation to share the project content, social value, lessons learned and recommendations from their project. Groups may use any medium, or combination of media, they wish (lecture, poster, video, photovoice, music, etc). All group members must be involved in the preparation and presentation at the conference presentation. After the 20-minute presentation, community engagement groups facilitate a 10 minute discussion with the class, inviting comments and questions from their colleagues and community partners. Student colleagues will provide feedback on each presentation, based upon a template provided, that will be submitted to Janet. While colleague feedback will be very valuable to receive, Janet will be responsible for assessing the final grade of the presentation.


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Assessment: The Conference Presentation will be assessed out of 25 points – using the following rubric - with a weight of 25% of your total mark. All group members will receive the same mark. Note: the description on the left of each assessment area describes what is required for an outstanding evaluation.


Project Content 5 points Provides audience with a comprehensive overview of the community partner, the project, the proposed theory of change and how the project contributes to it. Provides pertinent information gathered through needs assessment that demonstrates why project exists, and identifies team’s objectives, and why they are important.

Minimally addresses areas of content as outlined. (2.5-3 points)

Mostly addresses areas of content as outlined. (3.5-4 points)

Completely addresses areas of content as outlined. (4.5-5 points)

Analysis 10 points Identifies and presents outputs and activities performed in the project, and communicates the social value and impact of the work for community partner, project participants, and other applicable stakeholders. Uses appropriate tools to evaluate and communicate the contributions made to the community partner through the project. Presents evaluation of team objectives.

Provides minimal analysis of contribution/ impact. (5-6 points)

Provides sufficient analysis of contribution/ impact. (7-8 points)

Provides a comprehensive analysis of contribution/ impact. (9-10 points)

Conclusion 3 points Summarizes key lessons learned (both successes and failures) that are transferable and valuable for group members and audience. Articulates recommendations for the community partner and project (if applicable) moving forward, and the potential implications these recommendations could have on the success of the project.

Provides some concluding points that are transferrable. (1 point)

Provides a sufficient summary of transferable lessons and recommendations. (2 points)

Provides a comprehensive summary of transferable lessons and recommendations. (3 points)

Presentation Style 7 points All group members equitably share in the presentation. The presentation respects the time limit provided (20 minutes), demonstrates attention to detail in the preparation, and is well-paced. The presenters and the material presented are dynamic, engaging and hold the interest of the audience. Presenters are able to confidently and respectfully answer/ acknowledge the questions and comments posed to them at the end of the presentation.

Meet adequate presentation standards. (3.5-4 points)

Meet sufficient presentation standards. (4.5-5 points)

Meet excellent presentation standards. (6-7 points)

General Submission Details

1. When you submit work on Courselink, please include your first and last name in the file title, for example; Journal #1, Jane Doe. This is extremely helpful for keeping your documents organized, and for quick searches on my part.


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2. You are required to keep a copy of your work until after you receive your final grades for this course. I also suggest that you keep drafts and research materials in case of loss, theft, destruction, concerns about academic misconduct, etc.

3. For content assistance, please draw on your colleagues and feel free to come see me at any time. For writing assistance, I encourage you to access the University’s writing services

http://www.lib.uoguelph.ca/get-assistance/writing/book-appointments. 4. References for all submissions in this class should follow APA format. For those of you who are

not familiar with this format, I find this resource to be very helpful: https://owl.english.purdue.edu/owl/resource/560/01/.

5. If you require an extension for medical or compassionate reasons, please contact me as soon as possible. I will consider requests on a case by case basis; therefore do not wait until after the due date to request an extension. Note that extensions will not be granted for scheduled team presentations. If you are absent when your team presents, it is your responsibility to connect with me and your team to suggest alternative ways to be assessed on your contribution to the demonstration opportunity. For all other assessed activities, in the absence of a granted extension, I will deduct 10% for each day that a demonstration opportunity is late, including weekends. After 5 days, I will not accept your work, and you will receive no marks for that demonstration opportunity. Key advice, do not leave things or communication until the last minute.

Accessibility and Inclusion The University of Guelph is committed to creating a barrier-free environment. Providing services for students is a shared responsibility among students, faculty and administrators. This relationship is based on respect of individual rights, the dignity of the individual and the University community’s shared commitment to an open and supportive learning environment. Students requiring service or accommodation, whether due to an identified, ongoing disability or a short-term disability should contact the Student Accessibilities Services (formally Centre for Students with Disabilities) at 519-824-4120 ext. 56208 or email [email protected], or refer to the website http://www.uoguelph.ca/csd/.

In this class, I expect everyone to adhere to the principles of dignity and respect for all, and I will strive to ensure that everyone in our class can participate fully to their highest potential. Discriminatory behaviours against people based on their identities, or for any other reason, are not acceptable. If you have a concern about how you are being treated in class, or in activities related to this class (and do not feel equipped or have not had success in resolving it yourself), please let me know as soon as possible so that we can address the situation.

Class Expectations In our second class, we will work together to establish and clarify our expectations for the course, each other, and ourselves. I will post these expectations on Courselink once we have established them so that we are all on the same page. In addition to those we develop together, there are three pre-determined expectations related to participation and communication.

Participation Learning in this course depends heavily on your interaction with the learning community. As a result, you are expected to continuously and consistently participate in class discussions and activities, in your

http://www.lib.uoguelph.ca/get-assistance/writing/book-appointments

https://owl.english.purdue.edu/owl/resource/560/01/

mailto:[email protected]

http://www.uoguelph.ca/csd/


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team work, and through your connection with the community partner organization. The first rule of participation is to show up. The design of the entire course depends on your engagement with the materials, the assigned tasks and activities, with me, with each other, and with your community organization. Participation does not mean always being the first to talk or share ideas; participation includes active listening, thoughtful contributions, and sharing space for all to contribute.

Communication I am happy to meet with you to discuss the course, your work, etc. either during or outside of regular office hours. The most efficient way to contact me is via email. As per university regulations, all students are required to check their <mail.uoguelph.ca> e-mail account regularly; e-mail is the official route of communication between the University and its students. When using email, please keep the following things in mind:

a. I will respond to emails primarily during regular working hours, and typically within 48 hours of their receipt. I will respond to questions about demonstration opportunities up to 3 days before the demonstration opportunity is due. Note: I will not commit to responding to emails about demonstration opportunities within 3 days of the due date.

b. If you have a question that requires a lengthy response, I encourage you to book an appointment with me.

c. Some advice on emails: When writing emails, I imagine that I am speaking the email to the receiver. This helps me make sure that my words are appropriate. Tone is very difficult to convey in email. If I am angry or upset, I send an email to myself or to a confidant first, before sending it to its intended recipient. This helps me make sure that I don’t make a situation worse. Having said that, if you are angry or upset, I encourage you to make an appointment to meet with me in person; face to face conversations are usually much more effective for resolving things than email.

Formative Feedback True to the pedagogy of this course, learning and appreciating how to provide and receive effective feedback is a valued gift in community engaged work. There will be opportunities throughout the course to provide feedback about what is helping you to learn and push yourself, and any suggestions you have for improvement. If you have feedback outside these opportunities, I am very open to hearing from you. When providing feedback to me or anyone in the class, please consider this:

a. No one responds well to personal attacks. b. Feedback is intended to help the receiver improve their performance. Therefore, it needs to be

as specific as possible, and will ideally include a suggestion for how to improve the situation in the future.

c. I will respectfully receive your feedback, however I will use my discernment whether or not to incorporate the changes requested depending on the outcome. Some of the learning and process in this course may intentionally be uncomfortable; I will not take that away, but will make changes needed to insure it is a safe environment for learning.

Academic Integrity Cheating, plagiarism, and all other instances of academic misconduct undermine your credibility, and place your academic career in jeopardy. The University of Guelph is committed to upholding the highest standards of academic integrity and it is the responsibility of all members of the University community – faculty, staff, and students – to be aware of what constitutes academic misconduct and to do as much as


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possible to prevent academic offences from occurring. University of Guelph students have the responsibility of supporting an environment that discourages misconduct. Students need to remain aware that instructors have access to and the right to use electronic and other means of detection. You are responsible for knowing the university’s policies related to academic misconduct. In general, academic offences fall into one of four categories: 1) Misappropriation of others’ work; 2) Misrepresentation and fraud; 3) Improper access and obstruction; and 4) Aiding and abetting. You can see the details of the policy at: https://www.uoguelph.ca/registrar/calendars/undergraduate/2014-2015/c08/c08-amisconduct.shtml. Please note: Whether or not you intended to commit academic misconduct is not relevant for a finding of guilt. Hurried or careless submission of assignments does not excuse students from responsibility for verifying the academic integrity of their work before submitting it. Students who are in any doubt as to whether an action on their part could be construed as an academic offence should consult with a faculty member or faculty advisor.

https://www.uoguelph.ca/registrar/calendars/undergraduate/2014-2015/c08/c08-amisconduct.shtml

https://www.uoguelph.ca/registrar/calendars/undergraduate/2014-2015/c08/c08-amisconduct.shtml

class syllabus winter, 2016 univ*3000 – civic … community toolbox, chapter 3, section 2:...

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