ggr434 building community resilience winter 2017 course...
TRANSCRIPT
(revised Jan.31, 2017)
“Aresilientcommunityisonethattakesintentionalactiontoenhancethepersonalandcollectivecapacityofitscitizensandinstitutionstorespondtoandinfluencethecourseofsocialandeconomicchange”(Colussi,2000,p.5)
“Futuregenerations,ifthereisalivableworldforthem,willlookbackattheepochaltransitionwearemaking[fromanindustrialgrowthsociety]toalife-sustainingsociety.AndtheymaywellcallthisthetimeoftheGreatTurning.Itishappeningnow.Whetherornotitisrecognizedbycorporate-controlledmedia,theGreatTurningisareality.”--JoannaMacy,2010
GGR434:BuildingCommunityResilienceWinter2017CourseSyllabus
Instructor: BlakePoland,AssociateProfessor,DallaLanaSchoolofPublicHealth,UniversityofTorontoTime: Wednesdays11am-2pmLocation: SK702(SocialWorkBuilding,246BloorStreetWest@StGeorgesubway)Coursewebsite: onBlackboardEmail: [email protected]: AfterclassorbyappointmentTA: LisaMychajluk([email protected])
CourseDescriptionYou’veheardthisbefore:weareenteringaperiodofunprecedentedchange.Oldnews,right?Withanewtwist:thereismountingevidenceforandanemergingpopularandscientificconsensusaboutthelikelihoodthatindustrialcivilizationasweknowitwilleithercollapseortransformradicallywithinourlifetime(possiblyquiteabitsooner,withinthenextdecade).Theveryprospectseemsdaunting,overwhelming,andinconceivabletomostpeople.Yetevery‘crisis’isalsoanopportunitytoreinventthefuture.Thiscourseexaminessocialmovementresponsestoemergingchallengesthatemphasizethebuildingoflocalresilienceinthefaceofuncertainty.Resilienceiswidelyunderstoodtorefertotheabilityofcommunities,persons,orsystemstowithstandshocksorstresswithoutcollapse,andtheabilitytoembrace(asopposedtoresist)change.Thiscourseisdesignedtoassiststudentstounderstandandapplyconceptsofresiliencetobuildthecapacityofcommunitiesto(a)successfullyweatherpredicteddisruptions/shocksassociatedwithclimatechange,globalpandemics,anticipateddisruptionsinglobalfoodsupply,energyinsecurity,andenvironmentaldegradation;and(b)nurturethedevelopmentofalternativespacesthatsupporttheemergenceofmorelife-sustainingstructuresandpractices.Fromthedevelopmentofdisasterresilientcommunitiestoclimatereadycitiestonavigatingtheenergytransitiontoresilientlocalfoodsystemsandecovillages,co-housingandintentionalcommunities,weexplorediverseeffortstoactualizeresilienceatthelocallevel.Ratherthanoperatingoutoffear,myintentionistocreateacoursethatrekindlesyoursenseofexpandedpossibilityforthefuturegroundedincollectivesocialaction.
Specificlearningobjectives:Bytheendofthiscourse,youcanexpecttohaveimprovedyourcapacityto:
1. understandkeyconceptsinandfeaturesofresiliencethinkingderivedfromarangeofdisciplinesandfields
2. compare,contrast,evaluateandcritiquehowresilienceisframedandoperationalizedindifferentfields,disciplines,andareasofapplication(e.g.participatorygovernanceofsocial-ecologicalsystemssuchaswatersheds,climatechangeadaptation,pandemicanddisasterpreparedness,economicdisruption,TransitionTowns)
3. identifythepersonalandsocialimplicationsofemergingthreats,resiliencethinking,andinterventionsdesignedtobuildcommunityresilience(ascapacitytobouncebackfromadversityandascapacitytoembracechangeandbounceforwardintonewwaysofbeinganddoing)
4. graspthevalueandrelevanceofresiliencethinkingforyourownworkinpublichealthandcognatefields
5. workwithothers(usualandunusualallies)toapplykeyresilienceconceptstobuildingcommunityresilienceinresponsetoemergingchallengesinpublichealth
6. identifyfuturelearningneedsandstrategiestosupportfurtherintegrationofresiliencethinkingintoyoupersonal,community,andprofessionallives
YourInstructor:IamasocialscientistintheDallaLanaSchoolofPublicHealthattheUniversityofToronto.Ihave20yearsexperienceinresearchandpracticeofcommunitydevelopmentinhealth,aspecialinterestinsocialtheory,qualitativeandcommunity-basedresearchmethods,andenvironmentaljustice;andexperienceinnationalpoliticsandgrassrootsorganizing.Ihaveco-foundedseveralvibrantlocalcommunityorganizationsorientedtobuildingcommunityresilience,Irunauniversity-wideCollaborativeGraduatePrograminCommunityDevelopment(www.cdcp.ca),Ico-leadtheHealthierCities&Communitieshub@DLSPH(www.healthiercitiescommunities.com),andIbelievethatdirectexperienceinthefieldenhancesmyteachingandresearchinthisarea.IamalsoleadinganationalfundedstudyoftheemergenceoftheTransitionTownmovementinCanada.Iampassionateaboutthistopic,andfascinatedbythediversityofexperiences,approaches,andperspectivesthatcharacterizethefield.
Expectations:Youcanexpectmetoshowupateachclasshavingdonehoursofpreparatorywork,familiarwiththereadingsandconsiderablebackgroundmaterial,andreadytoengageinlivelydiscussion.Iexpectyoutocometoclasspreparedtodiscussthereadings.Thecourseisdesignedonthepremisethatlearningoccursthroughcriticalengagementwiththecoursematerial(andotherlearnersandsocietymorebroadly);thinkingcriticallyabouttheassumptionsunderlyingknowledgeclaims,howtheyareproduced,aswellascriticalreflexivityabouttheinfluenceofyourownbiographyandsociallocationonyourreactionstothecoursematerialandin-classdiscussion.Wewilluseavarietyoflearningformats,recognizingthateveryonehasadifferentlearningstyleandsomeformatswillresonatemorewithsomethanothers.Theemphasiswillbeoncreatingaparticipatorylearningenvironmentwithlivelydiscussion.Irealizethiscanbechallengingforstudentswhoaremoreintrovertedorwhoprefertotakesometimetoreflectbeforeresponding.Ifithelps,pleaseknowthatI’mmoreinterestedinyourideasthanyourlanguageskillsororatoryshowmanship.Ifyouareoneofthosestudentswhoshareseasilyinclass,pleasebemindfulofthe‘airtime’youareclaimingrelativetoothers,andallowspaceforotherstocontribute.
Inthiscourse,youcanexpectroughlyathirdofyourlearningtocomefromeachofthefollowingcomponents:assignedreadings,in-class/onlinediscussion,andassignments.Eachisvitalanddeservesyourfullattention.Istronglyrecommendthatyoumakenotesoneachofthereadingsinyourownwords,summarizingthekeytake-homemessagesofeacharticlebutalsoyourownreflections,questions,andpointsofresonanceordissonance.Thiswillbeofhugeassistanceinyourin-classparticipationandalsofortheassignments.
Whenengagingwithtextsaslearners,thetypicalacademicmodeistoskimforcontentandtocriticizeeverything.Thereisaplaceforthis.Butitcanleaveusfeelingcutofffromthematerial,fromeachother,andindeedfromourownfeelingsanddeepermotivationsassocialjusticeadvocates.Iinviteyoutoconsiderwhatkindofrelationshipyouwishtohavewiththekindofmaterialwewillbecoveringinthiscourse.Inadditiontoskimmingforcontent,Iinviteyoutoalsoreadforresonance:whatresonateswithyou(ornot)andwhy?Andinadditiontocriticalthinking,Iinviteyoutomaintainsomeopennesstonewwaysofthinking,seeing,anddoing.Wewillcreatetogetheraspaceforauthenticdialoguewhichengagesthewholeperson.
RequiredReadings:Thereisnorequiredtextbook(butseelistofrecommendedbooksonthenextpage).Alistofrequiredreadingsforeachclasshasbeencompiledbasedonexperiencewithpreviousgraduateversionsofthiscourse.WithfewexceptionstheseareavailableasdirectlinkstojournalarticlesyouhaveaccesstoviayourUofTstudentregistration.Tokeeptheexpectationsmanageable,Ihavelimitedthereadingsto3perclass(typicallylessthan50pagesofmaterial).Notethatwewillbeusingavarietyoflearningformatsincludingdocumentaryfilms,websites,YouTubevideos,popularpressarticles,blogs,podcasts,andscholarlyresearcharticles.Forthoseinterestedinadditionaloptionalreading(e.g.asanaidinwritingtermpapers),alistofsupplementalreadingsisavailable.Istronglyrecommendthatyoubringthereadings(andyournotesonthereadings)toclasstorefertoinin-classdiscussion.
CourseWebsite:Aninteractivewebspace(onBlackboard)hasbeensetuptofacilitatelearning.PDFsofthecourseoutlineandsupplementaryreadinglist,aswellaslinkstoassignedreadings,informationonassignments,andslidesfromweeklypresentationswillbepostedthere.
AccessibilityNeeds:Studentswithdiverselearningstylesandneedsarewelcomeinthiscourse.Inparticular,ifyouhaveadisabilityorhealthconsiderationthatmayrequireaccommodations,pleasefeelfreetoapproachmeand/ortheAccessibilityServicesOfficeassoonaspossible.TheAccessibilityServicesstaffareavailablebyappointmenttoassess
GGR434:BuildingCommunityResilience-Winter2017CourseSyllabus PAGE�2
specificneeds,providereferralsandarrangeappropriateaccommodations.Thesooneryouletthemandmeknowyourneeds,thequickerwecanassistyouinachievingyourlearninggoalsinthiscourse.
AccommodationforReligiousObservances:theUniversitywelcomesandincludesstudents,staffandfacultyfromawiderangeofbackgrounds,culturaltraditionsandspiritualbeliefs.Iwillbehappytoarrangereasonableaccommodationoftheneedsofstudentswhoobservereligiousholydaysotherthanthosealreadyaccommodatedbyordinaryschedulingandstatutoryholidays.Pleasenotethatitisyourresponsibilitytoalertmeinatimelyfashiontoupcomingreligiousobservancesandanticipatedabsences.Formoreinformationontheapplicablepolicies,seehttp://www.viceprovoststudents.utoronto.ca/publicationsandpolicies/guidelines/religiousobservances.htm
� ThiscourseparticipatesintheGreenCourseprogramatUofTaimedatreducingtheuseofpaper.Allassignmentsaresubmitted,marked,andreturnedelectronically.Readingsareavailableelectronicallyandstudentsareencouragednottoprintallthereadings(thereisnowgoodhardwareandsoftwaresupportforreading,highlighting,andannotatingpdfsonavarietyofportablee-readerdevicesandcomputers).Whereapplicable,lectureslidesaremadeavailableonlyelectronicallyincondensedformat(severalslidesperpage).
RecommendedTextsAlthoughthereisnorequiredtextbook,thefollowingbooksarerecommended:
Berkes,F.,Colding,J.,&Folke,C.(Eds.).(2003).NavigatingSocial-EcologicalSystems:BuildingResilienceforComplexityandChange.Cambridge,UK:CambridgeUniversityPress
DeYoung,R.,&Princen,T.(Eds.).(2012).TheLocalizationReader:AdaptingtotheComingDownshift.Cumberland,RI:MITPress.
Giradet,H.(2015).CreatingRegenerativeCities.Routledge.
Lewis,M.,&Conaty,P.(2012).TheResilienceImperative:Co-operativeTransitionstoaSteady-StateEconomy.NewSocietyPublishers.
Newman,P.,Beatley,T.I.,&Boyer,H.(2009).ResilientCities:RespondingtoPeakOilandClimateChange.Washington,DC:IslandPress.Rodin,J.(2015).TheResilienceDividend:ManagingDisruption,AvoidingDisaster,andGrowingStrongerinanUnpredictableWorld.ProfileBooks.
Walker,B.,&Salt,D.(2006).ResilienceThinking:SustainingEcosystemsandPeopleinaChangingWorld.Washington:IslandPress.
Walker,B.,&Salt,D.(2012).ResiliencePractice:BuildingCapacitytoAbsorbDisturbanceandMaintainFunction.Washington,DC:IslandPress.
Wilson,G.(2012).CommunityResilienceandEnvironmentalTransitions.Routledge
Zolli,A.&Healy,AM(2012).Resilience:WhyThingsBounceBack.NY:FreePress.
GGR434:BuildingCommunityResilience-Winter2017CourseSyllabus PAGE�3
Assignments&Grading:*
*assignmentsaremorefullydescribedfrompage11ofthisoutline
CourseStructure&Topics“AtaGlance”
Assignment Max.Length Weight DueDate
Individualshortpaper(onresilience) 1,500words 25% February23,5pm
‘ResonantTexts’(oneachofany3sessions) 1page 25% yourchoiceofwhichsessions1-10
FinalGroupPaper 2,000-3,000words
50% April5(midnight)
Section Topics(classsessions)
I:ResilienceThinking:AnIntroduction
1) Jan.11--CourseIntro&Overview;ResiliencetoWhat?:EmergingThreatstoHealthEquity.
2) Jan.18-ResilienceThinking:GettingAcquainted3) Jan.25-ResilientCities:FramingtheDiscussion4) Feb.1-FromEcologicaltoSocialResilience
II.Bounce-backResilience:RiskManagement&AdaptiveCapacity
5)Feb.8-DisasterResilientCommunities&AdaptationtoClimateChange6)Feb.15-TheVitalRoleofCommunityinCommunityResilience
Feb.22—noclass(READINGWEEKBREAK)
III.Bounce-forwardResilience:BoldIdeasforTransformativeChange
7)Mar.1—Relocalization&EnergyTransition8)Mar8—Degrowth&EcologicalEconomics/TheTinyHouseMovement9)Mar.15—Ecovillages,Co-Housing&IntentionalCommunities10)Mar.22--RethinkingSocialChange:Emergence,Indigenous&GlobalSouthPerspectives
IV.Wrap-up 11)Mar.29—opensessiontorevisitlingeringquestions,introducenewmaterial,reviewkeyconcepts,discussfinalpapers
12)Apr.5—studentgroupprojectpresentations&end-of-classpotlucklunch
GGR434:BuildingCommunityResilience-Winter2017CourseSyllabus PAGE�4
DetailedCourseSchedule&RequiredReadingListNote:• Stablelinkstothee-journalversionofeacharticleareprovidedonthecoursewebsiteforeachweek• Irecommendthatyoureadthearticlesintheorderinwhichtheyarelistedbelow(especiallyifyou’renotabletogettothemall)• Readingslistedbelowarerequired.Aseparatesupplemental/optionalreadinglistisalsoavailable.
SECTIONI:INTRODUCTIONTORESILIENCETHINKING
SESSION1:CourseIntro&Overview/ResilienceintheFaceofWhat?:EmergingThreats-JAN.11• Introductions• Courseoverview&philosophy• Presentation:BuildingCommunityResilience:SocialMovementResponsestoEmergingThreats• Q&A• timeallowing:aseriesofshort(4-7min)videosbyprofessorPhilHanlon(UniversityofGlasgow)onthecrisisofmodernity,thefutureofpublichealth,andtheprospectsfortransformationalsocialchange:http://afternow.co.uk/videos
Readings:1.1 Page41ofUN-HABITAT.(2016).UrbanizationandDevelopment:EmergingFutures.WorldCitiesReport2016.
Nairobi,Kenya:UnitedNationsHumanSettlementsProgramme(UN-Habitat).
1.2 Poland,B.,Dooris,M.,&Haluza-DeLay,R.(2011).Securing'supportiveenvironments'forhealthinthefaceofecosystemcollapse:Meetingthetriplethreatwithasociologyofcreativetransformation.HealthPromotionInternational,26(S2),ii202-ii215.
1.3 Rodin,J.(2015).TheResilienceDividend:ManagingDisruption,AvoidingDisaster,andGrowingStrongerinanUnpredictableWorld.ProfileBooks.(Introduction:Whyresiliencematters,pp.1-8)
Seealso:Labonte,R.(2016).Fromthemythoflevelplayingfieldstotherealityofafiniteplanet.InternationalJournalofHealthPolicyManagement,5(2),137-139.
Interestedintheconceptandpracticeoftransformativeperson-centrededucation?Takeapeekat:• Curry-Stevens,A.(2007).Newformsoftransformativeeducation:Pedagogyfortheprivileged.JournalofTransformative
Education,5(1),33-58.• Sterling,S.(2010).Transformativelearningandsustainability:sketchingtheconceptualground.LearningandTeachinginHigher
Education,5,17-33.http://www2.glos.ac.uk/offload/tli/lets/lathe/issue5/Lathe_5_S%20Sterling.pdf
SESSION2:ResilienceThinking:gettingacquainted--Jan.18FILMs:“SurfingtheWindsofChange”bytheCultivateCentreinIreland/Walker,B.(2009)Thebestexplanationtoresilience.StockholmResilienceCentre:Stockholm,Sweden.https://www.youtube.com/watch?v=tXLMeL5nVQk/Heinberg,R.(2016).ThinkResilience:PreparingCommunitiesfortheRestofthe21stCentury.http://www.resilience.org/resources/think-resilience-introduction/
Readings
2.1 Rodin,J.(2015).TheResilienceDividend:ManagingDisruption,AvoidingDisaster,andGrowingStrongerinanUnpredictableWorld.ProfileBooks.(Chapter1:Theresilienceframework;Chapter2:Rootsofthethinking)
2.2 Zolli,A.,&Healy,A.M.(2012).Resilience:WhyThingsBounceBack.NewYork:FreePress/Simon&Schuster.(Introduction:Theresilienceimperative)
2.3 Rees,W.E.(2010).Thinkingresilience.InR.Heinberg&D.Lerch(Eds.),ThePostCarbonReader:Managingthe21stCentury'sSustainabilityCrises(pp.25-42).Healdsburg,CA:WatershedMedia
Seealso:
GGR434:BuildingCommunityResilience-Winter2017CourseSyllabus PAGE�5
Walker,B.(2013).Whatisresilience?ProjectSyndicatehttps://www.project-syndicate.org/commentary/what-is-resilience-by-brian-walker.
Moberg,F.,&Simonsen,S.H.(2014).WhatisResilience?AnIntroductiontoSocial-EcologicalResearch.StockholmResilienceCentre.Availableonlineat:http://www.stockholmresilience.org/download/18.10119fc11455d3c557d6d21/1398172490555/SU_SRC_whatisresilience_sidaApril2014.pdf
Folke,C.(2006).Resilience:theemergenceofaperspectiveforsocial-ecologicalsystemsanalyses.GlobalEnvironmentalChange,16(3),253-267.
Nelson,D.R.,Adger,W.N.,&Brown,K.(2007).Adaptationtoenvironmentalchange:contributionsofaresilienceframework.AnnualReviewofEnvironment&Resources,32,395-419.
Simonsen, S. H., Biggs, R., Schluter, M., Schoon, M. L., Bohensky, E., Cundill, G. et al. (2014). ApplyingResilienceThinking:SevenPrinciplesforBuildingResilienceinSocial-EcologicalSystems. http://www.stockholmresilience.org/download/18.10119fc11455d3c557d6928/1398150799790/SRC+Applying+Resilience+final.pdf. Walker,B.,&Salt,D.(2006).ResilienceThinking:SustainingEcosystemsandPeopleinaChangingWorld.Washington:IslandPress.(Chapter6:Creatingspaceinashrinkingworld—resilienceandsustainability)
SESSION3:ResilientCities:framingthediscussion--Jan.25Readings
3.1 Poland,B.(2015).ResilientCities-ContributedMaterial.InWHO(Ed.),2016,GlobalReportonUrbanHealth:Equitable,HealthierCitiesforSustainableDevelopment.Kobe,Japan:WorldHealthOrganizationCentreforHealthDevelopmetnt(WHOKobeCentre).
3.2 UrbanResilienceProject.(2015).BounceForward:UrbanResilienceintheEraofClimateChange.IslandPress&TheKresgeFoundation.(http://kresge.org/sites/default/files/Bounce-Forward-Urban-Resilience-in-Era-of-Climate-Change-2015.pdf)
3.3 Chelleri,L.,Waters,J.J.,Olazabal,M.,&Minucci,G.(2015).Resiliencetrade-offs:addressingmultiplescalesandtemporalaspectsofurbanresilience.Environment&Urbanization,27(1),181-198
seealso:
Ernstson,H.,etal.(2010).Urbantransitions:Onurbanresilienceandhuman-dominatedecosystems.Ambio:AJournaloftheHumanEnvironment,39(8),531-545.
Newman,P.,Beatley,T.I.,&Boyer,H.(2009).ResilientCities:RespondingtoPeakOilandClimateChange.Washington,DC:IslandPress.(Chapter3:“Fourscenariosforthefutureofcities:collapse,ruralized,divided,orresilient”&Chapter6:“Tenstrategicstepstowardsaresilientcity”
Brown,K.,&Westaway,E.(2011).Agency,capacity,andresiliencetoenvironmentalchange:lessonsfromhumandevelopment,well-being,anddisasters.AnnualReviewofEnvironment&Resources,36,321-342.
Carpenter,S.R.,etal.(2012).Generalresiliencetocopewithextremeevents.Sustainability,4,3248-3259
SESSION4:FromEcologicaltoSocialResilience&TheResilienceofSocial-EcologicalSystems--Feb.1Readings
4.1 Zolli,A.,&Healy,A.M.(2012).Resilience:WhyThingsBounceBack.NY:FreePress/Simon&Schuster.(Chapter7:Communitiesthatbounceback)
4.2 Davidson,D.J.(2010).Theapplicabilityoftheconceptofresiliencetosocialsystems:somesourcesofoptimismandnaggingdoubts.SocietyandNaturalResources,23(12),1135-1149.
4.3 Sonn,C.,&Fisher,A.(1998).Senseofcommunity:Communityresilientresponsestooppressionandchange.JournalofCommunityPsychology,26(5),457-472
GGR434:BuildingCommunityResilience-Winter2017CourseSyllabus PAGE�6
SECTIONII:BOUNCE-BACKRESILIENCE
SESSION5:DisasterResilientCommunities&AdaptationtoClimateChange--Feb.8VIDEO:GregoryKopp,aCanadaResearchChair,sharesstoriesofstormchasingandtheresultsofhisongoingresearchonhowtobuilddisaster-resilientcommunitiesatTEDxWesternUhttp://www.amara.org/en/videos/BAuPJTw9udT0/info/can-we-build-disaster-resilient-communities-gregory-kopp-at-tedxwesternu/(14min)Guestspeaker:MarkPajot,ClimateChangeSpecialist,RegionofPeel
Readings5.1 deSherbinin,A.,Schiller,A.,&Pulsipher,A.(2007).Thevulnerabilityofglobalcitiestoclimatehazards.
Environment&Urbanization,19(1),39-64.
5.2 Tyler,S.,&Moench,M.(2012).Aframeworkforurbanclimateresilience.Climate&Development,4(4),311-326.
5.3 Ebi,K.L.,&Semenza,J.C.(2008).Community-basedadaptationtothehealthimpactsofclimatechange.AmericanJournalofPreventiveMedicine,35(5),501-507.
Seealso:
BCMinistryofJustice,DisasterResilientCommunitiesProgramhttp://www.embc.gov.bc.ca/em/hrva/hrva.html
Cutter,S.L.,etal.(2008).Aplace-basedmodelforunderstandingcommunityresiliencetonaturaldisasters.GlobalEnvironmentalChange,18,598-606.
Kendra,J.M.,&Wachtendorf,T.(2003).ElementsofresilienceaftertheWorldTradeCentredisaster:reconstitutingNewYorkCity'sEmergencyOperationsCentre.Disasters,27(1),37-53.
Maguire,B.,&Hagan,P.(2007).Disastersandcommunities:understandingsocialresilience.AustralianJournalofEmergencyManagement,22(2),16-20.
Norris,F.H.,Stevens,S.P.,Pfefferbaum,B.,Wyche,K.F.,&Pfefferbaum,R.L.(2008).Communityresilienceasametaphor,theory,setofcapacities,andstrategyfordisasterreadiness.AmJCommPsychol,41(1-2),127-150.
PracticalActionV2RprojectinPeru(http://practicalaction.org/peru)
Rodin,J.(2015).TheResilienceDividend:ManagingDisruption,AvoidingDisaster,andGrowingStrongerinanUnpredictableWorld.ProfileBooks(Chapter4:Disruption-aworldofstressesandshocks)
Saaverdra,C.,&Budd,W.W.(2009).Climatechangeandenvironmentalplanning:workingtobuildcommunityresilienceandadaptivecapacityinWashingtonState,USA.HabitatInternational,33(3),246-252.
Sharma,D.C.(2015).Nepalearthquakeexposesgapsindisasterpreparedness.TheLancet,385(9980),1819-1820.
SESSION6:TheVitalRoleofCommunityinCommunityResilience--Feb.15Guestspeakers:SheilaMurrayfromCREWandRoxyCohen&DahliaBenediktfromtheConsciousMindsCollective
Readings
6.1 LaLone,M.B.(2012).Neighborshelpingneighbors:Anexaminationofthesocialcapitalmobilizationprocessforcommunityresiliencetoenvironmentaldisasters.JournalofAppliedSocialScience,6(2),209-237.
6.2 Schmeltz,M.,etal(2013).LessonsfromHurricaneSandy:acommunityresponseinBrooklyn,NewYork.JournalofUrbanHealth,90(5),799-809.
6.3 Morello-Frosch,R.,Brown,P.,Lyson,M.,Cohen,A.,&Krupa,K.(2011).Communityvoice,vision,andresilienceinpost-Katrinarecovery.EnvironmentalJustice,4(1),71-80.
seealso:Amyot,S.,Barter,S.,Colussi,M.,&Wipond,R.(2013).StrengtheningNeighbourhoodResilience:OpportunitiesforCommunitiesandLocalGovernment.Victoria,BC:CommunitySocialPlanningCouncilofGreaterVictoria.Availableonlineat:http://resilientneighbourhoods.ca/wp-content/uploads/2013/06/Resilient-Neighbourhoods_web_sm.pdf.
Rodin,J.(2015).TheResilienceDividend:ManagingDisruption,AvoidingDisaster,andGrowingStrongerinanUnpredictableWorld.ProfileBooks(Chapter9:Responsiveness-socialcohesionisthefirstresponder)
Solnit,R.(2009).AParadiseBuiltinHell:TheExtraordinaryCommunitiesThatAriseinDisaster.
GGR434:BuildingCommunityResilience-Winter2017CourseSyllabus PAGE�7
SECTIONIII:BOUNCE-FORWARDRESILIENCE:BOLDIDEASFORTRANSFORMATIVECHANGE
SESSION7:Relocalization&EnergyTransition--March1GuestSpeaker:AndrewKnox,Founder,TransitionToronto
CASE:TheCuban“SpecialPeriod”
CASE:TransitionTowns:ASocialMovementResponse
FILMS:CrudeAwakening/EndofSuburbia/EscapeFromSuburbia/ThePowerofCommunity-HowCubaSurvivedPeakOil/TheEconomicsofHappiness/InTransition1.0/InTransition2.0
VIDEOS:300YearsofFossilFuelsin300Seconds(http://www.youtube.com/watch?v=cJ-J91SwP8w)(5min) ThePeopleinMyNeighbourhood-Torontoin2030http://youtu.be/vkBR3n2JiiQ
TheMovementforLocalizationisGrowingRapidly(FilmsforAction):http://www.filmsforaction.org/watch/localization-for-people-and-the-earth/(7min)TheAgendawithStevePaikin:GrowingFoodResilience(paneldiscussion)http://tvo.org/video/201445/growing-food-resilience(40min)
Gotohttp://transitiontoronto.ning.comandhavealookaround.
Readings
7.1 Davis,R.(2010).Transitiontowns-theartofresilience.NewInternationalist,430,10-11(2pages)
7.2 Norberg-Hodge,H.(2014).Themultiplebenefitsofeconomiclocalization.Truthouthttp://www.truth-out.org/opinion/item/26325-the-multiple-benefits-of-economic-localization
7.3 duCann,C.(2012).AninterviewwithShaunChamberlin.TransitionFreePress,1,8-9(2pages)
7.4 Hopkins,R.(2008).TheTransitionHandbook:FromOilDependencytoLocalResilience.Devon,UK:GreenBooks.(Chapter8:“Avisionfor2030:lookingbackoverthetransition”&Chapter10:“Thetransitionconcept”)
see also Bednarz,D.,&Beavis,A.(2012).Neoliberalism,degrowthandthefateofhealthsystems.EnergyBulletinhttp://
www.resilience.org/stories/2012-09-14/neoliberalism-degrowth-and-fate-health-systems
DeYoung,R.,&Princen,T.(Eds.).(2012).TheLocalizationReader:AdaptingtotheComingDownshift.Cumberland,RI:MITPress.
Friedrichs,J.(2010).Globalenergycrunch:Howdifferentpartsoftheworldwouldreacttoapeakoilscenario.EnergyPolicy,38(8),4562-4569.
TheFullWiki.(2016).Localization(SocialMovement).http://www.thefullwiki.org/Localization_(social_movement). Martindale,L.(2015).UnderstandinghumansintheAnthropocene:FindinganswersingeoengineeringandTransitionTowns.
Environment&PlanningD:Society&Space,doi:10.1177/0263775815604914. Patrick,R.,Dooris,M.,&Poland,B.(2016).HealthyCitiesandtheTransitionmovement:convergingtowardsecologicalwell-being?GlobalHealthPromotion,23(Supplement1),90-93.
Seyfang,G.,&Haxeltine,A.(2012).Growinggrassrootsinnovations:exploringtheroleofcommunity-basedinitiativesingoverningsustainableenergytransitions.Environment&PlanningC,30,381-400.
Stevenson,N.(2012).Localizationassubpolitics:theTransitionMovementandculturalcitizenship.InternationalJournalofCulturalStudies,15(1),65-79.
TFPC.(2012).GrowTO:AnUrbanAgricultureActionPlanforToronto.Toronto,ON:TorontoFoodPolicyCouncil.
TransitionPeterborough.(2013).EconomicLocalization:AStrategicFrameworkfortheCityandCountyofPeterborough.Peterborough,ON.
GGR434:BuildingCommunityResilience-Winter2017CourseSyllabus PAGE�8
SESSION8:Degrowth&EcologicalEconomics+TheTinyHouseMovement--Mar.8Guestspeakers:RoxyCohen&DahliaBenediktfromtheConsciousMindsCollective
DegrowthReadings:
8.1 Asara,V.,Otero,I.,Demaria,F.,&Corbera,E.(2015).Sociallysustainabledegrowthasasocial-ecologicaltransformation:repoliticizingsustainability(SpecialIssueEditorial).SustainabilityScience,10(3),375-384.(readtothemiddleofpage379)
8.2 Trainer,T.(2012).De-growth:Doyourealisewhatitmeans?Futures,44(6),590-599.
TinyHouseReadings:
8.3 “Whatisthetinyhousemovement?”TheTinyLife.http://thetinylife.com/what-is-the-tiny-house-movement/
8.4 Schaefer,G.(2015)Livingsmall:lessspace,lessstuffmeansmoretime,lighterloadforfourBChouseholds.TheProvince.February22.Availableonlineathttp://theprovince.com/life/living-small-less-space-and-less-stuff-means-more-time-and-a-lighter-load-for-these-four-b-c-households
Seealso:
“Takeatourofateeny,tinyhome.Tinyhousesofferlow-costhomeownershipandportabilitytothosenotafraidofsmallspaces”.(2014)CBCNewsMontreal(shortarticle&2minutevideo).Availableonlineathttp://www.cbc.ca/news/canada/montreal/take-a-tour-of-a-teeny-tiny-home-1.2722535
McElroy,J.(2014)Abbotsfordwomanbuildstinyhomeonwheels.GlobalNews.http://globalnews.ca/news/1233678/abbotsford-woman-builds-tiny-home-on-wheels/(shortarticle&2minutevideo)
Hyslop,K.(2015).Tinyhomes:inexpensiveandcute,butlivable?TheTyee.July22.Availableonlineathttps://thetyee.ca/News/2015/07/22/Tiny-Homes-Liveable/
TinyHouseWebsites:
•http://tinyhouseblog.com
•https://www.tumbleweedhouses.com(oneofthefirstbuildersonthemarket)
•“TinyHouse,BigLiving”seriesonHGTVhttp://www.hgtv.ca/tinyhousebigliving/
•TinyHouseSwoonhttp://tinyhouseswoon.com
TinyHouseFILMS:
•“Tiny:AStoryAboutLivingSmall”http://tiny-themovie.com
•“WeTheTinyHousePeople”documentaryhttps://faircompanies.com/videos/we-the-tiny-house-people-documentary-trailer/
•“SmallisBeautiful-ATinyHouseDocumentary”-http://www.smallbeautifulmovie.com
Degrowth&EcologicalEconomics:seealso
Bauhardt,C.(2014).Solutionstothecrisis?TheGreenNewDeal,Degrowth,andtheSolidarityEconomy:Alternativestothecapitalistgrowtheconomyfromanecofeministeconomicsperspective.EcologicalEconomics,102,60-68.
Boillat,S.,Gerber,J.-F.,&Funes-Monzote,F.R.(2012).Whateconomicdemocracyfordegrowth?SomecommentsonthecontributionofsocialistmodelsandCubanagroecology.Futures,44(6),600-607.
Demaria,F.,Schneider,F.,Sekulova,F.,&Martinez-Alier,J.(2013).WhatisDegrowth?Fromanactivistslogantoasocialmovement.EnvironmentalValues,22(2),191-215.
Escobar,A.(2015).Degrowth,postdevelopment,andtransitions:apreliminaryconversation.SustainabilityScience,10(3),451-462.
Martinez-Alier,J.,Pascual,U.,Vivien,F.-D.,&Zaccai,E.(2010).Sustainablede-growth:Mappingthecontext,criticismsandfutureprospectsofanemergentparadigm.EcologicalEconomics,69,1741-1747.
GGR434:BuildingCommunityResilience-Winter2017CourseSyllabus PAGE�9
SESSION9:Ecovillages,Co-housing&IntentionalCommunities--Mar.15GuestSpeaker:LisaMychajluk,WholeVillageEcovillage(http://www.wholevillage.org)
Resources:CanadianCo-housingNetworkhttp://www.cohousing.ca/locations.htm/FellowshipforIntentionalCommunityhttp://www.ic.org/EcovillageNetworkofCanadahttp://ecovillagenetworkcanada.ning.com/GEN-GlobalEcovillageNetworkhttp://gen.ecovillage.org
Readings9.1 CanadianCohousingNetwork(n.d.)“AboutCohousing”.http://www.cohousing.ca/cohousing.htm
9.2 Litfin,K.(2012)“Awholenewwayoflife:Ecovillagesandtherevitalizationofdeepcommunity”,Chapter11inR.DeYoung&T.Princen(Eds.),TheLocalizationReader:AdaptingtotheComingDownshift.Cumberland,RI:MITPress.
9.3 Trainer,T.(2000).Theglobalecovillagemovement:thesimplerwayforasustainablesociety.SocialAlternatives,19(3),19-24.
Seealso
Bates,A.(2003).Ecovillageroots(andbranches):When,where,andhowwere-inventedthisancientvillageconcept.CommunitiesMagazine,117.
Christian,D.L.(2007).FindingCommunity:HowtoJoinanEcovillageorIntentionalCommunity.NewSocietyPress.
Ergas,C.(2010).Amodelofsustainableliving:Collectiveidentityinanurbanecovillage.Organization&Environment,23(1),32-54.
Kasper,D.V.S.(2008).Redefiningcommunityintheecovillage.ResearchinHumanEcology,15(1),12-24.
Kirby,A.(2003).RedefiningsocialandenvironmentalrelationsattheecovillageatIthaca:Acasestudy.JournalofEnvironmentalPsychology,23(3),323-332.
Mychajluk,L.(2015).Buildingcapacitytoliveandworktogetherinsupportofsustainablecommunity:findingsofanecovillagecasestudy.ProceedingsfromCanadianAssociationfortheStudyofAdultEducation,AnnualConference
Walker,L.(2005)EcovillageatIthaca:PioneeringaSustainableCulture.GabriolaIsland,BC:NewSociety.
SESSION10:RethinkingSocialChange:Emergence,Indigenous&GlobalSouthPerspectives--Mar.22
seeSacredFireMagazine.com,IndigenousEnvironmentalNetwork(www.ienearth.org),NasivvikCentreforInuitHealthandChangingEnvironments(www.nasivvik.ulaval.ca),KIN(kinincommon.com)
Readings
10.1 RadioLabpodcastonemergencehttp://www.radiolab.org/story/91500-emergence/(clickon1st“Listen”buttonatthetop)
10.2 Gudynas,E.(2011).Buenvivir:today'stomorrow.Development,54(4),441-447.
10.3 Holman,P.(2011).Engagingemergence:turningupheavalintoopportunity.ProceedingsfromEighthInternationalConferenceonComplexSystems,Quincy,MA.(Availableonlineathttp://necsi.edu/events/iccs2011/papers/105.pdf)
Seealso:
Broadhead,L.-A.,&Howard,S.(2011).Deepeningthedebateover'sustainablescience':Indigenousperspectivesasaguideonthejourney.SustainableDevelopment,19(5),301-311.
Johnson,S.(2002).Emergence:TheConnectedLivesofAnts,Brains,Cities,andSoftware.Scribner. Scharmer,C.O.,&Kaeufer,K.(2013).LeadingFromtheEmergingFuture:FromEgo-SystemtoEco-SystemEconomies.Berrett-Koehler
SESSION11:OpenSession(revisitkeyconcepts,addresslingeringquestions,etc)—March29SESSION12:StudentPresentations+PotluckLunchCelebration--Apr.5
GGR434:BuildingCommunityResilience-Winter2017CourseSyllabus PAGE�10
ASSIGNMENTS--DETAILEDDESCRIPTION&RELATEDPOLICIES
ANOTEABOUTPARTICIPATIONStudentparticipationinclassisanexpectedandfranklynecessary/vitalcomponentofthecourse.Pleasereadwhatiswrittenonpage1ofthiscourseoutlineregardingin-classdiscussion.Notetheemphasisisonqualityoverquantity,andoncomingtoclasspreparedwithyourownnotesonthereadingsasabasisfordiscussion.Normalcodesofcivilconductwillbeupheld–intentionallyinflammatoryorderogatoryremarkswillnotbetoleratedin-classoronline.Ontheotherhand,youcanexpecttobechallengedtodefendyourideas,andyouhavepermissiontodothesamewiththecourseinstructor,teachingassistant,andguestspeakers.
ANOTEABOUTWRITINGWiththeexceptionofresonanttexts(Assignment2),pleasepaycloseattentiontoensuringyourpaperiswrittenintheconventionsexpectedforscholarlywork(e.g.containsanintroductionthatindicatesthepurposeandscopeofyourpaper,isproperlyreferencedusinganacceptedsocialscienceformatlikeAPAorASA,hasaclearlineofargument,wherestatementsthatarenotcommonknowledgearebolsteredbyevidence/appropriatecitations,etc).Rereadyourworktoensurethatyourwritingisclearandnotopentomultiplecompetinginterpretations.Strugglingtounderstandwhatyou’resayingmakesmegrumpyandreducesthechanceofagoodgrade.
Pleaselabeltheelectronicfilesyousubmitwithyourname,andincludeyournameinthecontentofthefile(e.g.topoffirstpage).
1.INDIVIDUALSHORTMIDTERMPAPER(onresilience)--25%(1,500words)DUE:February23,5pmInthispaper,you’reaskedtoaddressthequestion:“Whatisresilience,andwhydoesitmatter?”.Insodoing,you’reinvitedtorelateittoyourchosenfield/careerpath,andyourownareasofinterest.You’reexpectedtodrawonthefullrangeofrequiredreadingsforSessions1-6(gobackandreadtheonesyoumissed,ifneedbe,includingfromweek1).Notethatthispaperlaysafoundationforyourfinalgrouppapers,whereyouwillapplyyourunderstandingofresiliencetotheanalysisofareal-lifecase.Yourpaperswillbeevaluatedbasedonthethoughtthatgoesintothemandhowwelltheyarewritten,aswellasengagementwithreadingsandclassdiscussion.Submittowww.turnitin.combythedeadlinenotedabove.
2.RESONANTTEXTS—25%(Max.1pageeach)DUE:anytimeSundayfollowingthesessionsyou’vechosen
Purpose :Thepurposeofthisassignmentistopromotecriticaldialogueandtransformativelearning.1
Instructions:
1. Drawingonanaestheticreading(asopposedto‘skimmingforcontent’)ofassignedmaterials,andcriticalreflexivity,studentscompletethereadingsforeachclass,payingattentiontohowthesematerialsresonatewiththempersonallyandprofessionally,andcreatea‘resonanttext’.
2.Resonanttextscanbecreatedinthefollowingformats:
a)acriticalreflection(325-350words)
b)apoemaccompaniedbyashorterwrittenelaboration(100-150words)
c)anart-basedexpression(photo,drawing,painting,multi-mediumcreation,mini-sculptures,etc.)accompaniedbyashortwrittenelaboration(100-150words)
3.Studentsmay(indeedareencouragedto)usedifferentformatsfordifferentclasses/submissions.
Evaluationcriteria:
Theresonanttextswillnotbeindividuallygradedbutwillbeassessedasagroup.Inreviewingthese,Iwillbelookingforevidencethat:
ThisdescriptionofresonanttextsisadaptedfromJWong,20141
GGR434:BuildingCommunityResilience-Winter2017CourseSyllabus PAGE�11
• studentshavecompletedtherequiredreadings,i.e.,theresonanttextsandwrittenelaborationillustratewhatresonatesintherequiredreadingsandhowthereadingsarebeinginterpreted.
• theresonanttextsreflectcognitive,emotive,(and,atthediscretionofthestudent,spiritual)engagementwiththerequiredreadings.
IMPORTANT:pleasesendyourresonanttextsbyemaildirectlytotheinstructorandTA,andbesuretolabelthefileyousendasfollows:
FirstnameLastnameRT#.fileformat(pdfordocxorpages)(e.g.BlakePolandRT2.pdf)
Becauseresonanttextsareoftendeeplypersonal,I’mlookingfordepthofengagementwiththematerialandauthenticityofwhatisshared.Ifyoudothatyou’llgetanA-toA+forthissegmentofthecourse.Ifit’sobviousyourjustbangingsomethingouttohandinwithoutdeeplyengagingwiththematerial,you’llgetamuchlowermark,butwillstillpassthissegment.
Don’tforgettobrieflyindicatewhichtopicandwhyyouchosethisone(Ipreferthetruthtoaninventedanswer–iftherealityisthatyoucreatedaResonantTextthatweekbecausetherewasspaceinyourcalendartodoso,thensobeit!)
3.FINALGROUPPAPER—50%(finalpaper)(max.3,000words)DUE:April5Forthefinalassignmentyouwillbeworkingingroups.Despitethelogistic(andsometimesinterpersonal)challengesofgroupwork,thereismuchtorecommendit:groupworkiscommoninmanyworkplaceswherecolleaguescollaborateonsharedprojects;groupworktypicallyresultsinbetterfinalproductsthananysinglemembercouldproduceontheirown;thedialogueandreflexivitytypicalofmuchgroupworkleadstodeeperinsights;teammembersbringdifferentstrengths,skills,andperspectivesallowingeachtocontributewhattheydobest,andgroupmemberstolearnfromoneanother.Itisimportanttorememberthateverygroupmemberisresponsibleforthecollectivewell-beingandfunctioningofthegroup.Whenindoubt,difficultiesshouldbebroughttotheattentionoftheinstructororTAearlierratherthanlater.Wearecommittedtohelpingeveryonegetthemostoutofthisexperienceandmaximizetheirperformance.Exceptwhenanexemptionisspecificallyrequested,thesamegradewillapplytoallmembersofeachgroup.Inexceptionalcases,groupmembersmayrequestadifferentallocation,basedondiscussionwiththeinstructorandgroupmemberscompletingaPeerAssessmentform(liketheonecontainedattheendofthissyllabus)onthemselvesandoneachoftheirothergroupmembers.
So,forthisassignment,ingroupsof3-4,youwillworkononeoftwooptions:a) undertakeacriticalappraisalofcommunityresilience-buildingpractice-youareaskedtoidentifyagroupor
initiative(likeCREW,ResilientTO,PostCarbonToronto,TransitionToronto,GreenNeighbours21,TorontoFoodPolicyCouncil,TorontoAfterTheCollapsePlanningGroup,TorontoCommunityGardenNetwork,PermacultureGTA,EastTorontoClimateActionGroup,LiveGreenToronto,AllianceforResilientCities,ResilientCity.org,TorontoSurvivalismGroup,backyardfarmsTO,CanadianCentreforCommunityRenewal,LowIncomeFamiliesTogether(LIFT),WholeVillageEcovillage,ConsciousMindsCollective,TransformTO,orotherinitiativeofyourchoice)thatisworkingtobuildcommunityresilience.Ifpossible,youshouldattendatleastoneeventormeetingofthisgroup(1-2pagesof‘fieldnotes’writtenrightaftertheevent/meetingshouldbeincludedasanappendixwithyourpaper).Youwillwriteapaperinwhichyouofferyourownassessment,basedonyourreviewofthisgroup’swork,andanengagementwiththereadingsandin-classdiscussion,ofthenatureofcommunityresilienceandhowtheworkofthegroupyouhavechosenbuildscommunityresilience(e.g.howdidthisinitiativegetstarted?whichprinciplesofresiliencearepursuedandhow?itaimstobuildresilienceinthefaceofwhat?whatstrengths/limitations/challenges?).Youshoulddrawonthefullrangeofrelevantreadingsfromthecourse,aswellasyourmidtermpapers(andthefeedbackyoureceivedonthosepapers).Inaddition,youshouldconsultseveral‘greyliterature’sources(website,annualreports,newsletters,meetingminutes,strategicplan,etc)tofamiliarizeyourselfwiththeworkofthegroupyou’vechosen.Youshoulddemonstrateyourknowledgeofthereadingsascontextforyourcommentarybutyoushouldnotdevotemorethanhalfofyourspacetoasummaryofthegroup’s
GGR434:BuildingCommunityResilience-Winter2017CourseSyllabus PAGE�12
workorsummaryofthereadings.I’mnotinterestedinaregurgitationofgroupdocumentsorauthors’pointsbutratherinyourownideasandargumentsinrelationtothereadingsandmaterialcoveredinthecourse.Youwillbeevaluatedbasedonyourgraspof(community)resilience,thethoughtthatgoesintoyourpapers,howwelltheyarewritten,aswellasengagementwiththereadingsandclass/onlinediscussion.
b) DevelopandrunaworkshoponacoursethemeforConsciousMindsCooperativeandSt.JamesTownCommunityCooperativemembers.Thisisanopportunitytobringyourlearningoutoftheclassroom,andmeaningfullyconnecttwocommunitiespracticinganddevelopingcommunityresiliencetoclimatechange.ConsciousMindsCo-opwas(incorporated2016)developedbyandforyoungpeopleasaspacetolearnaboutandactivelypursueclimatechangeresilience,fulfilledhumanrights,andhealthyliving.Theyrunasummercampandareintheprocessofcreatingeducationalprogramstodeliverwithdiversegroupsandorganizations.TheSt.JamesTownCommunityCo-op(incorporated2015)isconcernedwiththehealthandwellbeingofSt.JamesTownresidents,andisdevelopingacommunityfoodhubthatincludesanOASISaquaponicsgreenhouse,atrainingprogram,andatimebankallmanagedthroughtheco-op.Youareinvitedtosharethetheoryandideasyoudevelopedinthiscourse,andhelpprovideanopportunityfortheco-opstoreflectonandbettertheirpractice.Forthisassignment,youwillworkwithConsciousMindsEducatorstodevelopandrunasolutions-orientedinteractiveworkshoporartexhibitoncoursematerialswithmembersoftheseco-ops.Thisoptionrequiresspecifictimecommitments;and,uponcompletion,youwillreceiveaCertificatefromConsciousMindsCo-operativeforDemocraticEngagementThroughEducationAndArtthatwillnoteyourtopicofchoice.Theassignmentincludes:•AninitialconversationwithCMCeducatorsDahliaandRoxyandallthestudentsoptingintothisassignmenttodiscusstopics,andsetmeetingtimes.
•Ahalf-daytrainingwithCMConpopulareducation,andworkingonyourworkshop/exhibitwithgroupsupport.•Afollow-upconversationwithRoxyorDahliatotalkthroughandadjustyourworkshop/exhibit•Runeithera2hrworkshoporinteractiveartexhibit–EndofMarch–specificdateTBAwithallwhoopt-intoassignment*Duetothepracticelearninginthisassignment,yourfinalpapercanbeshorter(2,000words),ifyouwish,insteadof3,000,andshouldincludeadescriptionofwhatyoudid(withrationaleforchoicesmade,linkingkeyconceptsyouexploredtoreadingsinthecourse)aswellasreflectiononyourexperienceandhowitwentandwhatyoulearned,whatworkedwellandwhatcouldbeimproved.
Regardlessofwhichoptionyouchoose,youwillbeaskedtogiveabriefin-classpresentationanddiscussionwithyourpeersduringthelastclass(April5)-notspecificallygraded,butratheranopportunitytogetadditionalfeedbackthatcouldhelpyouimprovethefinalproduct.
GGR434:BuildingCommunityResilience-Winter2017CourseSyllabus PAGE�13
FURTHERDETAILSONASSIGNMENTS
SubmissionofAssignments--Withtheexceptionofresonanttexts,studentswillberequiredtosubmittheircourseessaystoTurnitin.comforareviewoftextualsimilarityanddetectionofpossibleplagiarism.Indoingso,studentswillallowtheiressaystobeincludedassourcedocumentsintheTurnitin.comreferencedatabase,wheretheywillbeusedsolelyforthepurposeofdetectingplagiarism.ThetermsthatapplytotheUniversity'suseoftheTurnitin.comservicearedescribedontheTurnitin.comwebsite.Instructionsforsettingupyourturnitin.comaccountareprovidedonthesheetattachedneartheendofthesyllabus.TolinktothecourseGGRBuildingCommunityResilience2017youwillneedtousetheClassID(14383012)andenrolmentpassword(GGR17_comres).BesuretoregisterusingyourUofTemailaddress.
AssignmentFormat--allassignmentsshouldbesingle-spacedwithnoseparatetitlepage.Studentnameandstudentnumbershouldbeclearlymarkedonthefirstpage,aswellasfinalwordcountexcludingreferences.
LateAssignments:Assignmentssubmittedlatewillbepenalized3%perday(includingweekenddays)oftheassignmentsfinalmark.Anythingsubmittedlaterthanthestipulatedtimeontheduedateindicatedwillbeconsideredlatebyoneday.Noassignmentswillbeacceptedmorethanoneweeklate.Youareresponsibleforensuringthecorrectfileattachmentissubmitted:“mistakes”notcaughtuntilafterthedeadlinewillcountaslateassignmentsbasedonthedate/timethecorrectsubmissionisuploaded(hint:sendyourselfacopyoftheemailandcheckthateverythingisinorderwithyoursubmission).Circumstancessometimesarisewhichcausepeopletolegitimatelymissdeadlines.Ifyoudobecomeill(orotherwiseincapacitated)youmustprovidemewithappropriatedocumentation.Formedicalexemptions,onlyanofficialUofTformsignedbyyourphysicianwillbeaccepted(ablankisavailableonlinefromtheArts&Sciencewebsite).Fornon-medicalemergenciesyourcollegeregistrarmaybeabletoprovidealetterdocumentingyoursituation.SubmittinganotewhichhasbeenalteredorobtainedunderfalsepretencesisconsideredaseriousoffencebytheUniversity.
WritingandPlagiarism:WhileIencourageyoutoreadandcommentoneachother’swork,Iexpectthattheassignmentsyousubmitareyourownwork.Informationtakendirectlyfromanysourcewithoutpropercitationisconsideredplagerism.Changingafewwordsinasentenceisnotenoughtomakeityourown.Plagiarismisaseriousacademicoffenseandwewillbetakingmeasurestoidentifyplagiarizedassignments.Itisyourresponsibilitytounderstandwhatplagiarismis,andhowtoavoidit.Pleasesee“HowNottoPlagerize”attheendofthiscourseoutline(alsoavailableonlineat:http://www.writing.utoronto.ca/advice/using-sources/how-not-to-plagiarize).Norshouldyousubmitmaterialfromtermpaperscompletedinothercourses.YouareexpectedtobefamiliarwithandabidebytheUniversity’sCodeofBehaviouronAcademicMatters,availableat:www.artsandscience.utoronto.ca/ofr/calendar/rules.htm.Icheckpapersforplagerismandwillfollowuponsuspectedoffenses.
Assistanceisavailabletohelpyouimproveyourwritingthroughyourcollege'swritingcentreorviathefollowingwebsite:www.utoronto.ca/writing.
GGR434:BuildingCommunityResilience-Winter2017CourseSyllabus PAGE�14
TURNITIN.COMAGUIDEFORSTUDENTS
Turnitin.comisanelectronicresourcethatassistsinthedeterrenceanddetectionofplagiarism.Instructorssetup“virtualclasses”towhichstudentssubmittheirassignmentselectronically.EachsubmittedpaperischeckedfortextualsimilarityagainstresourcesstoredintheTurnitin.comdatabaseandagainstbillionsofwebpages(includingon-linetextsandjournals).InstructorsreceiveoriginalityreportsforallpaperssubmittedthroughTurnitinwhichindicatethedegreeoftextualsimilarityfoundineachassignment.
1.Setupauserprofile:
Visitwww.turnitin.comandfollowthelinktoNewUser.
Followtheon-screendirections(thesystemwillaskyoutoenteryournameandemailaddressandwillalsoaskyoutochooseapassword).
Onceyouhaveestablishedauserprofileyouwillbeaskedifyouwouldliketoenrolinaclassusingthestudentclassenrolmentwizard.Ifyourinstructorhasprovidedyouwiththenecessarycourseaccountnumbersyoumayproceed.(Ifyoudonothavethecourseaccountnumbersyoucanaddtheclassatalaterdate–todoso,followSteps2and3).
2.LoggingIn
Tologinvisitwww.turnitin.comandenteryouremailaddressandpasswordinthespaceprovidedinthetoprighthandcornerofthewebsite.
ClicktheLoginbuttontoenteryourpersonalTurnitinhomepage.
3.Enrollinginaclass
FromyourhomepageclicktheEnrolinaclassbutton.
OnthenextpageentertheClassIdandEnrolmentpasswordforyourclass(availablefromyourInstructororTA;thisinformationwillalsobepostedonthecourseBlackboardsite)
ClickSubmittoenrolintheclassandaddittoyourhomepage.Eachclassthatyouhaveenrolledinwillappearonyourhomepage.Clickontheclassidentifiertoentertheclassandviewtheassignmentsassociatedwiththatcourse.
4.Submittingapaper
FromyourTurnitinhomepageselecttheclasstowhichyouwouldliketosubmitanassignment.
ClickontheSubmitbuttonandselecteitherFileUploadorCutandPastefromthepulldownmenu.
Touploadafile:EnteratitleforyourpaperandthenusetheBrowsebuttontoselectthefilethatyouwouldliketosubmit.ClickSubmitYouwillbeaskedtoconfirmyourselection.ClickYes,submittofinalizeyoursubmission. Onceyouhavesubmittedyourpaperyouwillreceiveadigitalreceipt.
Tosubmitbycutandpaste:SelectCutandPastefromthepulldownmenu,enteratitleforthepaperandcutandpasteitintothetextbox.ClickSubmit.Onceyouhavesubmittedyourpaperyouwillreceiveadigitalreceipt.
Submittedpaperswillappearinyourclassportfolionexttotherelevantassignment.
� PreparedbytheOfficeofTeachingAdvancement(www.utoronto.ca/ota)©2009
GGR434:BuildingCommunityResilience-Winter2017CourseSyllabus PAGE�15
HOWNOTTOPLAGIARIZE
You'vealreadyheardthewarningsaboutplagiarism.Obviouslyit'sagainsttherulestobuyessaysorcopyfromyourfriends’homework,andit'salsoplagiarismtoborrowpassagesfrombooksorarticlesorwebsiteswithoutidentifyingthem.Youknowthatthepurposeofanypaperistoshowyourownthinking,notcreateapatchworkofborrowedideas.Butyoumaystillbewonderinghowyou'resupposedtogiveproperreferencestoallthereadingyou'vedoneandalltheideasyou'veencountered.
ThepointofdocumentingsourcesinacademicpapersisnotjusttoavoidunpleasantvisitstotheDean'soffice,buttodemonstratethatyouknowwhatisgoingoninyourfieldofstudy.Getcreditforhavingdoneyourreading!Precisedocumentationisalsoacourtesytoyourreadersbecauseitletsthemlookatthematerialyou'vefound.That'sespeciallyimportantforInternetsources.
Thedifferentsystemsfortypingupreferencesareadmittedlyanuisance.Seethehandout“StandardDocumentationFormats”foranoverview.Buttherealchallengeisestablishingtherelationshipofyourthinkingtothereadingyou'vedone.Herearesomecommonquestionsandbasicanswers.
1. Can'tIavoidproblemsjustbylistingeverysourceinthereferencelist?No,youneedtointegrateyouracknowledgementsintoyourownwriting.Givethereferenceassoonasyou’vementionedtheideayou’reusing,notjustattheendoftheparagraph.It’softenagoodideatonametheauthors(“Xstates”and“YarguesagainstX”)andthenindicateyourownstand(“Amoreinclusiveperspective,however,...”).Theexamplesonthenextpagedemonstratevariouswordingsfordoingthis.Havealookatjournalarticlesinyourdisciplinetoseehowexpertsrefertotheirsources.
2. IfIputtheideasintomyownwords,doIstillhavetoclogupmypageswithallthosenamesandnumbers? Sorry—yes,youdo.Inacademicpapers,youneedtokeepmentioningauthorsandpagesanddatestoshowhowyourideasarerelatedtothoseoftheexperts.It'ssensibletouseyourownwordsbecausethatsavesspaceandletsyouconnectideassmoothly.Butwhetheryouquoteapassagedirectlyinquotationmarks,paraphraseitcloselyinyourownwords,orjustsummarizeitrapidly,youneedtoidentifythesourcethenandthere.(ThatappliestoInternetsourcestoo:youstillneedauthoranddateaswellastitleandURL.Thehandout“StandardDocumentationFormats”givesexamplesforarangeoftypes.)
3. ButIdidn'tknowanythingaboutthesubjectuntilIstartedthispaper.DoIhavetogiveanacknowledgementforeverypointImake?You’resafertoover-referencethantoskimp.Butyoucancutdowntheclutterbyrecognizingthatsomeideasare“commonknowledge”inthefield—thatis,takenforgrantedbypeopleknowledgeableaboutthetopic.Factseasilyfoundinstandardreferencebooksareconsideredcommonknowledge:thedateoftheArmisticeforWorldWarI,forexample,orthepresentpopulationofCanada.Youdon’tneedtonameaspecificsourceforthem,evenifyoulearnedthemonlywhendoingyourresearch.They’reeasilyverifiedandnotlikelytobecontroversial.Insomedisciplines,informationcoveredinclasslecturesdoesn'tneedacknowledgement.Someinterpretiveideasmayalsobesowellacceptedthatyoudon'tneedtonameaspecificsource:thatPicassoisadistinguishedmodernistpainter,forinstance,orthatsmokingisharmfultohealth.CheckwithyourprofessororTAifyou'reindoubtwhetheraspecificpointisconsideredcommonknowledgeinyourfield.
4. HowcanItellwhat'smyownideaandwhathascomefromsomebodyelse? Carefulrecord-keepinghelps.Alwayswritedowntheauthor,titleandpublicationinformation(includingtheURLandotheridentifyinginformationforwebpages)soyoucanattachnamesanddatestospecificideas.Takinggoodnotesisalsoessential.Don’tpastepassagesfromonlinesourcesintoyourdraft:that’saskingfortrouble.Asyoureadanytext—onlineorhard-copy—summarizeusefulpointsinyourownwords.Ifyourecord
GGR434:BuildingCommunityResilience-Winter2017CourseSyllabus PAGE�16
From the Code of Behaviour on Academic Matters: It shall be an offence for a student knowingly: (d) to represent as one's own any idea or expression of an idea or work of another in any academic examination or term test or in connection with any other form of academic work, i.e. to commit plagiarism.
Wherever in the Code an offence is described as depending on “knowing”, the offence shall likewise be deemed to have been committed if the person ought reasonably to have known.
adistinctivephraseorsentenceyoumightwanttoquote,putquotationmarksarounditinyournotestoremindyourselfthatyou'recopyingtheauthor'sexactwords.Andmakeadeliberateeffortasyoureadtonoticeconnectionsamongideas,especiallycontrastsanddisagreements,andtojotdownquestionsorthoughtsofyourown.Ifyoufindasyouwritethatyou’refollowingoneortwoofyoursourcestooclosely,deliberatelylookbackinyournotesforothersourcesthattakedifferentviews;thenwriteaboutthedifferencesandwhytheyexist.
5. SowhatexactlydoIhavetodocument?Withexperiencereadingacademicprose,you'llsoongetusedtothewayswritersinyourfieldrefertotheirsources.Herearethemaintimesyoushouldgiveacknowledgements,withexamplesshowingdifferentwaysofworkingthemintoyourownprose.(You’llnoticemanydifferentdocumentationsystemsinthefollowingexamples;seethesheet“StandardDocumentationFormats”foradvice.)a.Quotations,paraphrases,orsummaries:Ifyouusetheauthor’sexactwords,enclosetheminquotationmarks,orindentpassagesofmorethanfourlines.Butit’sseldomworthwhiletouselongquotations.Inliterarystudies,quoteafewwordsatatimeandcommentonthem.Inotherdisciplines,quoteonlywhentheoriginalwordsareespeciallymemorable.Inmostcases,useyourownwordstosummarizetheideayouwanttodiscuss,emphasizingthepointsrelevanttoyourargument.Besuretodocumenttheseparaphrasesorsummariesevenwhenyouarenotusingtheexactoriginalwords.Mentioningtheauthor'snameindicateswheretheborrowingstartsandstopsandgainsyousomereflectedgloryforrespondingtotheexperts.
e.g.AsMorrisputsitinTheHumanZoo(1983),“wecanalwaysbesurethattoday'sdaringinnovationwillbetomorrow'srespectability”(p.189).[APAsystem]
e.g.NorthropFryediscussescomedyintermsofthespringspirit,whichheseesasrepresentingrenewalandintegration(Anatomy163).TheendingofTheTempestfitsthispattern.[MLAsystem]
b.Specificideasusedasevidenceforyourargumentorinterpretation:Firstconsiderwhethertheideasyou'rementioningare“commonknowledge”accordingtothedefinitioninpoint3above;ifso,youmaynotneedtogiveareference.Butwhenyou'rerelyingonideasthatmightbedisputedbypeopleinyourdiscipline,establishthatthey'retrustworthybyreferringtoauthoritativesources.
e.g.InSeptember1914,morethan1300skirmisheswererecordedontheWesternFront.8[traditionalendnote/footnotesystem]
e.g.Otherrecentresearchers(4,11,12)confirmthefindingthatdrugtreatmenthaslittleeffectinthetreatmentofpancreaticpseudocysts.[numbered-notesystemforbiomedicalsciences]
c.Distinctiveorauthoritativeideas,whetheryouagreewiththemornot:Thewayyouintroducethereferencecanindicateyourattitudeandleadintoyourownargument.
e.g.In1966,RamsayCookassertedthatCanadawasinaperiodofinstability(174).Thatperiodisnotyetover,judgingbythesamecriteriaofelectoralchangeability,economicuncertainty,andconfusioninpolicydecisions.[MLAsystem]
e.g.Onewriter(VonDaniken,1970)evenarguesthattheGreatPyramidwasbuiltforthepracticalpurposeofguidingnavigation.[APAsystem]
Prepared17June2009byDr.MargaretProcter,UniversityofTorontoCoordinator,WritingSupportThishandoutisavailableonlineatwww.writing.utoronto.ca/advice/using-sources/how-not-to-plagiarize.Seealsothelistofadvicefileson
academicwritingatwww.writing.utoronto.ca
GGR434:BuildingCommunityResilience-Winter2017CourseSyllabus PAGE�17
SamplePeerAssessmentFrameworkforGroupWork
(Pleasefeelfreetomodifythisasyouseefit)
AssessmentToolSource:Prof.TeresaBulman,DepartmentofGeography,PortlandStateUniversityprovidedviaProf.HelenBatty,FacultyofMedicine,UniversityofToronto
Originallydownloadedfromhttp://www.oaa.pdx.edu/CAE/FacultyFocus/spring96/bulman.html
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