CSWP936, Course Outline

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University of Toronto, Toronto School of Theology *

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12/4/23, 10:05 AM CSWP936, Course Outline https://de.torontomu.ca/de_courses/templates/ce/?c=39EA40E164F970C54B0530436D5A9F7A&m=1&p=188372 1/18 Course Description This course will study best practices for community capacity-building and improving community well- being. It will focus on the knowledge and skills required to effectively support the community engagement process. Case studies and experiential exercises will be used in the course to convey the skill-set that a community practitioner needs for effective community engagement and leadership development. Course Focus and Scope The course will start with an overview of the range of community engagement (CE) models as well as CE practices employed in diverse settings. The effectiveness of these CE practices will then be explored. This will be done by examining how intersecting social relations of power are foundational to the context of this work, through reviewing tools and tactics for community-oriented social change initiatives, and by students and instructors critically reflecting on their own CE activities with an anti-oppression and decolonizing praxis approach. These explorations will be applied to concrete CE processes, including planning, evaluation, research and education. Course Learning Outcomes After successful completion of this course, students will be able to: 1. Critically analyze community engagement models and practices. 2. Critically reflect on your community engagement praxis. 3. Apply critical analysis and reflection to understanding the principles of, values within, and approaches to community engagement and leadership development in the context of social inequality and relations of power. 4. Employ anti-oppression and decolonization approaches as integral parts of different community engagement activities. 5. Utilize strengthened leadership skills and alliance-building capacity for community engagement projects. 6. Practice the re-imagining of empowering and socially transformative community engagement processes. Teaching Methods Recognizing the diverse backgrounds and experiences of students in their respective communities, the course will be highly participatory. It will be anchored in an experiential education approach to facilitate sharing of experiences, critical analysis, new learning, and collective strategizing. Assigned readings and practice case examples will be an important foundation for achieving learning outcomes. Opportunities will be provided for both non-graded and graded applications of course materials. A variety of online activities will integrate readings, students’ experiences, and experienced

12/4/23, 10:05 AM CSWP936, Course Outline https://de.torontomu.ca/de_courses/templates/ce/?c=39EA40E164F970C54B0530436D5A9F7A&m=1&p=188372 2/18 practitioners’ perspectives. These include course module lecture notes, small group work, discussion board activities, audio and video recordings, and individual reflection exercises. Course Schedule Week 1 (September 11, 2023) Module 1 Locating Ourselves in Community Topic(s) Building relationships with peers and the instructor Making connections with and/or getting involved in community issues What is a community? Learning Objectives By the end of this module, you will be able to: Participate in class discussion effectively as a result of connecting with other peers and the instructor. Demonstrate the different ways “community” is defined. Explain individual relationships to various communities. Required Readings Accessibility for Ontarians with Disabilities Act . (2009). A way with words: Guidelines for the portrayal of people with a disability . https://www.aoda.ca/a-way-with-wordsguidelines-for-the-portrayal-of-people-with-a-disability/ Autism Ontario (n.d.) About autism . https://www.autismontario.com/sites/default/files/2022- 05/Autism%20Ontario%20Language%20Statement.pdf First Nations and Indigenous Studies. (n.d.). Terminology . Indigenous Foundations: University of British Columbia. https://indigenousfoundations.arts.ubc.ca/terminology/ The 519 (n.d.). The 519’s Glossary of terms, facilitating shared understandings around equity, diversity, inclusion and awareness. https://www.the519.org/education-training/glossary/ Assignments Discussions – 30% (ongoing throughout the course) Assignment 1: CE Report Outline – 15% (due Week 3)

12/4/23, 10:05 AM CSWP936, Course Outline https://de.torontomu.ca/de_courses/templates/ce/?c=39EA40E164F970C54B0530436D5A9F7A&m=1&p=188372 3/18 Assignment 2: CE Report – 30% (Due Week 10) Quiz - 25% (Due Week 13) Week 2 (September 16, 2023) Module 2 The Community Engagement Continuum: Choosing Social Justice Practices Topic(s) Applying the community engagement (CE) continuum of practice, in relation to community organizing and social justice Model types of CE practice Learning Objectives By the end of this module, you will be able to: Distinguish among different model types of CE practice. Apply CE practices based on the public participation goals from the CE practice continuum. Describe the connections between social justice and collaborative and empowering CE practices. Required Readings Attygalle, L (2020). Understanding community-led approaches to community change . Tamarack Institute. https://www.tamarackcommunity.ca/library/paper-understanding-community-led- approaches-community-change-lisa-attygalle Divest Canada Coalition (n.d. -a.) Canadian universities: Divest from fossil fuels . https://www.divestcanada.ca/ Free Grassy Narrows (n.d.-a). Taking action . https://freegrassy.net/learn-more/grassy- narrows/taking-a-stand/ Lived Experience Advisory Council. (2016). Nothing about us without us: Seven principles for leadership and inclusion of people with lived experience of homelessness [PDF]. The Homeless Hub Press. https://www.homelesshub.ca/sites/default/files/attachments/LEAC-7principles-final.pdf ReDefine Arts (n.d.) The Countdown public art project . https://redefinearts.ca/projects/the-countdown-public-art-project . Optional Resources: Durant, C. & Hodge, B. (2016) . Creating Community: A Tool for Engagement . Poverty Roundtable, Hastings Prince Edward: Ontario Trillium Foundation (November). https://web.archive.org/web/20211018124843/https:/povertyroundtablehpe.ca/wp- content/uploads/2020/11/CreatingCommunityAToolForEngagement2017_2.pdf

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12/4/23, 10:05 AM CSWP936, Course Outline https://de.torontomu.ca/de_courses/templates/ce/?c=39EA40E164F970C54B0530436D5A9F7A&m=1&p=188372 4/18 Lipcsei, R. , Bruce, B., & Vinodrai, B. (2015). Evolving the competitive edge: Rural community engagement . Economic Developers Council of Ontario (EDCO) (March). http://www.tamarackcommunity.ca/library/evolving-the-competitive-edge-rural-community- engagement Mirza, R. , Vodden, K. & Collins, G. (2012). Developing innovative approaches for community engagement: In the Grand Falls-Windsor-Baie Verte-Harbour Breton Region [PDF] (pp.7, 10–15). Department of Geography, Memorial University: St, John’s. (March). https://www.open.gov.nl.ca/collaboration/pdf/community_engagement.pdf Assignments N/A Week 3 (September 23, 2023) Module 3 CE in the Context of Social Relations of Power and Inequality Topic(s) Social inequality, power, and social relations in CE practice Settler colonialism as foundational to social inequality Learners’ diverse CE practice contexts Learning Objectives By the end of this module, you will be able to: Analyze the social contexts of CE practice to determine how power is structured and operates within them. Identify where learners and their community of CE practice are located within structures of social inequality and relations of power. Required Readings Alfred, G.T. (2009). Restitution is the real pathway to justice for Indigenous peoples [PDF]. In G. Younging, J. Dewar & M. DeGagné (Eds.), Response, responsibility and renewal: Canada’s truth and reconciliation journey (pp. 179–187). Aboriginal Healing Foundation. Retrieved from http://www.ahf.ca/downloads/trc2.pdf Antony, J. & Antony. W. (2022). Social problems and social power: Individual dysfunction or social injustice? In J. Antony, W. Antony, & L. Samuelson (Eds.), Power and resistance: Critical thinking about Canadian social issues (7th Ed., pp.1-25). Fernwood. 20220215162..

12/4/23, 10:05 AM CSWP936, Course Outline https://de.torontomu.ca/de_courses/templates/ce/?c=39EA40E164F970C54B0530436D5A9F7A&m=1&p=188372 5/18 Camfield, D. (2017). We can do better: Ideas for changing society (pp. 37–44). Winnipeg, MB: Fernwood Publishing. ISBN: 9781552669969 Martin, C. M. & Walia, H. (2019). Red women rising: Indigenous women survivors in Vancouver’s downtown eastside [PDF] (pp. 38–45). Downtown Eastside Women’s Centre. http://dewc.ca/wp-content/uploads/2019/03/MMIW-Report-Final-March-10-WEB.pdf Assignments Due: Assignment 1: the Community Engagement Report Outline is due at 11:59pm (EST) on Friday, at the end of this week. Week 4 (September 30, 2023) Module 4 Exploring Community Engagement Tools and Tactics Topic(s) Tools and tactics for engaging communities “Practice” as a component of “praxis” Comparing best and wise practices Learning Objectives By the end of this module, you will be able to: Apply a range of tools and tactics to your CE context. Apply praxis in the CE efforts. Explain the difference between “best” and “wise” practices. Required Readings Lipcsei, R., Bruce, B. & Vinodrai, T. (2015) . Evolving the competitive edge: Rural community engagement [PDF]. Economic Developers Council of Ontario (EDCO) (March). (p. 9) https://cdn2.hubspot.net/hubfs/316071/Resources/Article/RuralCommunityEngagement_Report.pdf North Hastings Community Trust (n.d. ). Community corridor of inclusion and resilience, phase 2: Remembering and resistance . https://northhastingscommunitytrust.org/community-corridor-of-inclustion-and-resilience Wesley-Esquimaux, C. & Calliou, B. (2010 ). Best practices in Aboriginal community development: A literature review and wise practices approach [PDF]. Aboriginal Leadership and Management, The Banff Centre. http://communities4families.ca/wp-content/uploads/2014/08/Aboriginal-Community- Development.pdf

12/4/23, 10:05 AM CSWP936, Course Outline https://de.torontomu.ca/de_courses/templates/ce/?c=39EA40E164F970C54B0530436D5A9F7A&m=1&p=188372 6/18 Assignments N/A Review Week (October 7, 2023) There are no learning sessions this week. You may use this time to review course materials. Week 5 (October 14, 2023) Module 5 Challenging Social Inequality: Anti-Oppression and Decolonizing Practice in Community Engagement Topic(s) What is oppression, anti-oppression, and intersectionality in CE? Comparing pragmatic and transformative approaches to anti-oppression and decolonizing CE practice Indigenous self-determination and decolonization Learning Objectives By the end of this module, you will be able to: Utilize an intersectional anti-oppression social relations framework to identify your social location in CE practice. Use pragmatic and transformative anti-oppression concepts to examine activities of groups and organizations. Integrate anti-oppression and decolonizing practices into collaborative and empowering practice efforts. Required Readings Block, S. & Galabuzi, G.E. (2011). Canada's colour-coded labour market: The gap for racialized workers [PDF]. Canadian Centre for Policy Alternatives and Wellesley Institute. https://www.wellesleyinstitute.com/wp- content/uploads/2011/03/Colour_Coded_Labour_MarketFINAL.pdf Fithian, L. & Mitchell, D.O. (2012). Anti-oppression . In A. Boyd & D. O. Mitchell (Eds.), Beautiful trouble: A toolbox for revolution (pp. 212–214). OR Books.

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12/4/23, 10:05 AM CSWP936, Course Outline https://de.torontomu.ca/de_courses/templates/ce/?c=39EA40E164F970C54B0530436D5A9F7A&m=1&p=188372 7/18 Homer, A. (2019). 10 - Engaging people with lived/living experience: A guide for including people in poverty reduction . Tamarack Institute. http://www.tamarackcommunity.ca/library/ten-2019 Maynard, R, &, Betasamosake Simpson, L. (2022). Rehearsals for Living. (pp. 116, 140-8). Alfred Knopf Canada. ISBN 9781642597158. Assignments N/A Week 6 (October 21, 2023) Module 6 Challenging Social Inequality: Building Alliances and Being an Ally Topic(s) Allyship in CE practice Building alliances in the context of social relations of power Assessing strategic partnerships types that assist in achieving CE practice objectives Learning Objectives By the end of this module, you will be able to: Apply new ally- and alliance-building strategies in concrete situations. Analyze intersecting social relations of power and types of CE practice in relation to relationship- building processes. Demonstrate anti-oppressive and decolonizing relationship-building practices. Required Readings Bloch, N. (n.d.). Methodology: Spectrum of allies . Beautiful trouble. https://beautifultrouble.org/toolbox/tool/spectrum-of-allies Hudson, S. and Khogali, Y. (2018). "We will win: Black lives matter- Toronto." In Race and racialization: Essential readings. 2nd Ed. T. Das Gupta, C. E. James, C. Andersen, G.-E. Galabuzi, & R. C. A. Maaka (Eds.) (pp. 695-711) Canadian Scholars' Press. ISBN 9781773380162. Minieri, J. & Getsos, P. (2007). Forging partnerships for power. In J. Minieri & P. Getsos (Eds.), Tools for radical democracy: How to organize for power in your community (pp. 323–344). Jossey-Bass. ISBN 9780787997403. Walcott, R. (2017). Black lives matter, police and pride: Toronto activists spark a movement . In The Conversation. (June 28).

12/4/23, 10:05 AM CSWP936, Course Outline https://de.torontomu.ca/de_courses/templates/ce/?c=39EA40E164F970C54B0530436D5A9F7A&m=1&p=188372 8/18 https://theconversation.com/black-lives-matter-police-and-pride-toronto-activists-spark-a- movement-79089 Assignments The mid-term Discussion Activity Participation grades will be posted after the end of Week 6, Friday at 11:59 PM (EST). Week 7 (October 28, 2023) Module 7 Education for Engagement and Leadership Development Topic(s) Community engagement through popular education Principles, strategies and methods to guide education and training Anti-oppressive and -colonial approaches to leadership development Learning Objectives By the end of this module, you will be able to: Plan CE activities with both process and content that challenge social relations of power. Employ popular education techniques to support leadership development. Required Readings Gamble, D. N. (2013). Participatory methods in community practice . In M. Weil (Ed.), The handbook of community practice (2nd ed., pp. 330–333). Sage. https://doi.org/10.4135/9781412976640 Simpson, L. B. (2017). As we have always done (pp.83–94). University of Minnesota Press. ISBN 9781452956008. Tamarack Institute. (2022). Tool: Community-led spectrum . Resource library. https://www.tamarackcommunity.ca/library/community-led-spectrum-engagement-tool Optional Reading Arnold, R., Burke, B., James, C., Martin, D., & Thomas, B. (1991). Educating for a change. (Chapter 2). Between the Lines. ISBN: 9780921284482.

12/4/23, 10:05 AM CSWP936, Course Outline https://de.torontomu.ca/de_courses/templates/ce/?c=39EA40E164F970C54B0530436D5A9F7A&m=1&p=188372 9/18 Assignments N/A Week 8 (November 4, 2023) Module 8 Building Empowering Engagement Capacity: Innovative Practices and Organizational Challenges Topic(s) Innovative practices and capacity building in CE Building an organization’s capacity for collaborative and empowering CE praxis Organizational challenges and countering resistance to innovative capacity building Learning Objectives By the end of this module, you will be able to: Apply innovative capacity building to CE praxis. Identify opportunities for and challenges to organization-wide collaborative and empowering CE praxis. Employ strategies to overcome barriers to collaborative and empowering CE. Required Readings Barnoff, L., Abdillahi, I., & Jordan, B. (2017). Building anti-oppressive organizations: Thoughts from a multi-dimensionally informed journey. In S. Webhi & H. Parada (Eds.), Reimagining anti- oppression social work practice (Chapter 10). Canadian Scholars’ Press. ISBN 9781551309804. Silver, J., Ghorayshi, P., Hay, J., & Klyne, D. (2006). Sharing, community and decolonization: Urban Aboriginal community development. In J. Silver (Ed.), In their own voices: Building urban aboriginal communities (pp. 133–173). Fernwood Publishing. ISBN 9781552661918. Optional Resources Canadian Network of Community Land Trusts (2023, Feb. 17). Black-led Community Land Trusts in Canada [video]. https://www.youtube.com/watch?v=VFH-kNg-fZE&t=1s Holcombe, E., Harper, J., Ueda, N., Kezar, A., Dizon, J.P.M., & Vigil, D. (2023). Capacity building for shared equity leadership: Approaches and considerations for the work . American Council on Education. https://www.acenet.edu/Documents/Shared-Equity- Leadership-Capacity.pdf

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12/4/23, 10:05 AM CSWP936, Course Outline https://de.torontomu.ca/de_courses/templates/ce/?c=39EA40E164F970C54B0530436D5A9F7A&m=1&p=188372 10/18 Assignments N/A Week 9 (November 11, 2023) Module 9 Powerful Planning for Effective Empowering CE Topic(s) Planning processes that build capacity for collaborative and empowering CE praxis Strategy and tactics development within CE planning processes Learning Objectives By the end of this module, you will be able to: Describe principles and methods for initiating and engaging in collaborative and empowering CE planning processes. Apply strategies and tactics for CE planning practice. Required Readings Alook, A., Eaton, E., Gray-Donlad, D., LaForest, J, Lameman, C, & Tucker, B. (2023). The end of this world: Climate justice in so-called Canada. Between the Lines. pp. 7-11. ISBN 9781771136129. Minieri, J. & Getsos, P. (2007). Planning a comprehensive campaign. In J. Minieri & P. Getsos (Eds.), Tools for radical democracy: How to organize for power in your community (pp. 209–234). Jossey-Bass. ISBN 9780787997403. Staples, L. (2016). Analyze, strategize and catalyze: Issues and strategy. In Roots to power: A manual for grassroots organizing (3rd ed. , pp. 123–151, 168– 176). Praeger – ABC-CLIO, LLC. ISBN 9780275969981. Optional Resources Foster, S. & Attygalle, L. (2022) Case study: Shifting from a funder-driven to community-driven process . https://www.tamarackcommunity.ca/library/shifting-from-a-funder-driven-to-community- driven-process Assignments You should being working on Assignment 2, the Community Engagement Report is due at 11:59pm (EST) on Friday, at the end of week 10.

12/4/23, 10:05 AM CSWP936, Course Outline https://de.torontomu.ca/de_courses/templates/ce/?c=39EA40E164F970C54B0530436D5A9F7A&m=1&p=188372 11/18 Week 10 (November 18, 2023) Module 10 Social Media Strategy Development for Empowering CE Practice Topic(s) Types of social media tactics for CE practice Considerations for virtual engagement Virtual engagement and social media strategy in CE practice Learning Objectives By the end of this module, you will be able to: Distinguish between a social media tactic and a CE social media strategy. Map out virtual engagement and social media strategies tailored to CE participation objectives. Apply virtual engagement techniques effectively. Required Readings Dozier, A., Hacker, K., Silberberg, M., & Zieglan, L. (2011, June). Chapter 6 - The value of social networking in community engagement [PDF]. In Principles of community engaghttps://marcopolis.org/wp-content/uploads/2017/09/Social-Media-as-Strategy- Lowe_Carleton_2014.pdfement (2nd ed., pp. 151–160). (June) NIH Publication No. 11-7782. https://www.atsdr.cdc.gov/communityengagement/pdf/pce_report_chapter_6_shef.pdf Haas Lyons, S. (2022). Digital public participation: Practice, challenges, and opportunities : A Research paper by the International Association of Public Participation Canada. (November). (p.12) https://drive.google.com/file/d/1pxlw9QGBz7hTYB1NaW15c2zHGCAk_po_/view Local Housing Solutions. (2023). Conducting virtual community engagement . Abt Associates and NYU Furman Center. https://localhousingsolutions.org/plan/conducting-virtual-community-engagement/ Lowe, S. J. (2014). Social media as strategy: A tool for community engagement and development [PDF], (pp. 19–26, 45–48). Carleton University, School of Public Policy and Administration. https://marcopolis.org/wp-content/uploads/2017/09/Social-Media-as-Strategy- Lowe_Carleton_2014.pdf Shade, L. R., Landry, N., & Teruelle, R. (2017). Twitter revolution or human revolution? Social media and social justice activism. In W. Antony, J. Antony, & L. Samuelson (Eds.), Power and resistance: Critical thinking about Canadian social issues . (pp. 415–419). Fernwood Publishing. ISBN 9781773635392.

12/4/23, 10:05 AM CSWP936, Course Outline https://de.torontomu.ca/de_courses/templates/ce/?c=39EA40E164F970C54B0530436D5A9F7A&m=1&p=188372 12/18 Optional Resources Sheedy, A, (2023). V irtual community engagement guide: A Toolkit for hosting online community engagement and meetings in rural, remote, and Indigenous communities . Nature United. https://www.indigenousguardianstoolkit.ca/community-resource/virtual-community-engagement- guide-toolkit-hosting-online-community-engagement Assignments Due : Assignment 2, the Community Engagement Report is due at 11:59pm (EST) on Friday, at the end of this week. Week 11 (November 25, 2023) Module 11 Empowering Evaluation of CE Campaigns and Programs Topic(s) What is program evaluation? Evaluating CE campaigns and programs CE principles in assessment processes of CE practice outcomes Learning Objectives By the end of this module, you will be able to: Employ skills for evaluating CE campaigns and programs. Apply empowering evaluation methods in assessing the effectiveness of CE practices. Required Readings Fetterman, D. M. & Wandersman, A. (2017). Essentials of empowerment evaluation. In D. M. Fetterman, L. Rodríguez-Campos & A. P. Zukoski (Eds.), Collaborative, participatory, and empowerment evaluation: Stakeholder involvement approaches (pp. 76–89). Guilford Press. ISBN:9781462532872, 146253287X. Sufian, M., Grunbaum, J., Henry Akintobi, T., Dozier, A., Eder, M., Jones, S., Mullan, P., Raye Weir, C., & White-Cooper, S. (2011, June). Program evaluation and evaluating community engagement [PDF]. In Principles of community engagement (2nd ed). NIH Publication No. 11-7782. (p. 174-179). https://www.atsdr.cdc.gov/communityengagement/pdf/PCE_Report_Chapter_7_SHEF.pdf Tamarack Institute (2022). Assessment

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12/4/23, 10:05 AM CSWP936, Course Outline https://de.torontomu.ca/de_courses/templates/ce/?c=39EA40E164F970C54B0530436D5A9F7A&m=1&p=188372 13/18 Course Weight (in %) Week Assigned Week Due Discussions 30 1 ongoing Assignment 1: CE Report Outline 15 1 3 Assignment 2: CE Report 30 9 10 Quiz 25 12 13 Total 100% For more information about exams, please see Toronto Metropolitan University Senate Policies on Examinations No. 135. For more information about grade appeals and reassessments, please see Toronto Metropolitan University Senate Policies on Undergraduate Academic Consideration and Appeals no. 134. Assignment Descriptions Discussions – 30% Participation in the Discussion Board will include engaging in the required class and small group discussion activities provided and demonstrating knowledge of the course materials and other peers’ and Instructor contributions to the dialogues. Posts need to be

12/4/23, 10:05 AM CSWP936, Course Outline https://de.torontomu.ca/de_courses/templates/ce/?c=39EA40E164F970C54B0530436D5A9F7A&m=1&p=188372 14/18 substantial and a maximum of 350 words, contribute to advancing the discussion, and appear each week. A detailed grading rubric will be provided by the Instructor. Assignment 1: CE Report Outline – 15% Assignment 1 Assignment 1 is an outline for Assignment 2. The Instructor will provide you with an outline in Module 1 to use for this assignment. Using the outline provided, students will provide a description of the CE Report Outline within a range of 750-1000 words, 3-4 double-spaced pages, font Calibri 12. You will choose a campaign, project, network or coalition that you are or have been engaged with in your paid work or through a community group or union you are volunteering with. Learners without any previous or current practice must contact the instructor by the end of Week 1 to be assigned a campaign, project, network or coalition case. Using course materials, you will explain why your chosen topic is a CE practice example, what type of practice is occurring and what the current practice problem or challenge is. Assignment 1 is due by 11:59 p.m. (EST) on Friday of Week 3. Assignment 2: CE Report – 30% Assignment 2 is based on the outline prepared in Assignment 1. You will use the same outline that the Instructor provided for Assignment 2. With this template, you will provide 10 to 12 double- spaced pages, within a range of 2500-3000 word report, font Calibri 12. Drawing on the readings, lectures and discussions, you will reflect on your own CE practice by preparing a report on a campaign, project, network or coalition that you are or have been engaged with in your paid work or through a community group or union you are volunteering with. This will be the one you have chosen in Assignment 1. Using course materials, you will apply social relations, anti-oppression and decolonizing practice analyses to the CE practice type, activities, challenge or problem. You will also discuss what planning, resources, strategies and tactics and/or context are needed to further nurture and strengthen the community engagement practice. Assignment 2 is due by 11:59 p.m. (EST) on Friday one week after the end of Week 10. Please Note All assignments must be submitted in .rtf, .doc, or .docx format. End of Term Quiz – 25% There will be an end of term quiz based on any course material covered in the term. The quiz may include short answers, multiple choice, and/or true/false questions. The quiz will be released in Monday of Week 13 at 12:01 a.m. and will be due Friday of Week 13 by 11:59 PM. Late Assignments

12/4/23, 10:05 AM CSWP936, Course Outline https://de.torontomu.ca/de_courses/templates/ce/?c=39EA40E164F970C54B0530436D5A9F7A&m=1&p=188372 15/18 Late assignments will receive a deduction of 2% of the assignment grade per day including weekends, holidays, and Reading Week days. There is a seven-day maximum limit by which the instructor will accept late assignments where the student has not asked for an extension. A request for an extended deadline for an assignment or rescheduled exam may be given only on accommodated or compassionate grounds. Participation Details Discussion activity participation is worth 30% of your grade. The online discussion board is an excellent way to enhance your learning and practice critical thinking. Discussing content in an online environment allows you to reflect before contributing and take time to consider other students’ postings. By providing opportunities for networking and community building, the discussion board can reduce the feeling of isolation that sometimes occurs in online courses. Following is the participation rubric for the course: Mark Criteria 28–30 participates frequently, 45 or more times, spread over the course contributions are of a high quality (are well connected to the course material, insightful, or beneficial to the group) and are posted on time offers new ideas and responds to peers’ ideas in a positive manner and enriches the learning environment (e.g. poses thoughtful questions about a post; expands on another peer’s post by drawing attention to new information gathered by the respondent; supports a peer’s ideas and explains why, etc.) 24–27 consistent, relevant contributions, 40–44 times over the course offers new ideas and responds to others’ ideas in a positive manner as described in the 28–30 grade category 21–23 relevant contributions, 25–39 times over the course offers some new ideas and responds to others’ ideas 18–20 some relevant contributions, 20–24 times over the course occasionally offers ideas and responds to others’ ideas but sometimes only posts and does not respond to posts 15–17 contributions are inconsistent, 15–19 times over the course doesn’t offer new ideas and often does not respond to other students’

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12/4/23, 10:05 AM CSWP936, Course Outline https://de.torontomu.ca/de_courses/templates/ce/?c=39EA40E164F970C54B0530436D5A9F7A&m=1&p=188372 16/18 Mark Criteria posts information is contributed only after it has been requested 14 and below – judged on quality of the few posts where the student mark lies passive or reluctant interaction with others little participation, 5–14 times 0 ignores responses of others and is disagreeable when participating little or no participation in discussions, less than 5 times Etiquette Guidelines Treat online forums as academic, public-speaking spaces. Post comments in the same way you would speak in a traditional classroom – politely and respectfully. Forums are a place for discussion and debate about the content you are studying. They are a way of getting to know and interact with your peers and instructor(s) and share your views and ideas Respect diversity. There will be multiple perspectives and experiences shared relating to course content and subject matter practice. You may disagree with someone’s perspective or have a different one, but positioning any perspective as “right” or “wrong” should be avoided. The instructor is the course expert and will address any incorrect information in forums with guidance and support as needed. Read and respond to peer postings. If someone comments on your thread or asks a question, monitor and reply. Keep criticism constructive and positive. Reference course readings and content to make suggestions or recommendations. In online discussions, students are expected to comply with Toronto Metropolitan University’s Senate Policy on the Student Code of Non-Academic Conduct No. 61. Inappropriate forum behaviour should be reported to the instructor immediately. Allow the instructor time to respond and take action. Do not engage an inappropriate peer directly. Issues Awareness Discussion forums can sometimes move off topic; avoid tangents and assist with redirection to keep postings contextual. The instructor is the course expert and will address any incorrect information in forums with

12/4/23, 10:05 AM CSWP936, Course Outline https://de.torontomu.ca/de_courses/templates/ce/?c=39EA40E164F970C54B0530436D5A9F7A&m=1&p=188372 17/18 guidance and support as needed. Inappropriate forum behaviour should be reported to the instructor immediately. Allow the instructor time to respond and take action. Do not engage an inappropriate peer directly. Your instructor may provide a separate course Q & A forum. This is the ideal place to post general questions about assignments and schedules and to seek clarification on forum issues. Your peers may have similar questions, so it will benefit everyone to ask publicly. Personal issues should be communicated with your instructor outside of this forum. You may also have a course “coffee shop” where you can socialize with peers about non- course topics. The Etiquette Guidelines above apply to this social area and your instructor will check in to ensure that all students are using the forum appropriately. Your instructor may opt to form smaller groups out of the larger class to reduce the number of posts each student must read or to enable group assignments. Missed Term Work or Examinations and Course Repeats Missed Term Work or Examinations Students are expected to complete all assignments, tests, and exams within the timeframes and by the dates indicated in this Course Outline. Exemption or deferral of an assignment, term test, or final examination is only permitted for a medical or personal emergency or religious observance (the request must be received within the first two weeks of the course). The instructor must be notified by email prior to the due date or test/exam date or as soon as possible after the date, and the appropriate documentation must be submitted. For absence on medical or religious-observance grounds, official forms may be downloaded from the Toronto Metropolitan University website or picked up from The Chang School at Heaslip House, 297 Victoria Street, Main Floor. Course Repeats Senate GPA Policy prevents students from taking a course more than three times. For the complete GPA Policy, see Toronto Metropolitan University’s Senate Policy on Undergraduate Grading, Promotion, and Academic Standing Policy No. 170(a). Plagiarism The Toronto Metropolitan University Student Code of Academic Conduct defines plagiarism and the sanctions against students who plagiarize. All students are strongly encouraged to go to the Toronto Metropolitan University Academic Integrity Office website and complete the tutorial on plagiarism. For more information, please consult Toronto Metropolitan University’s Senate Policy on Academic Integrity Policies No. 60, 60-1, and 60-2.

12/4/23, 10:05 AM CSWP936, Course Outline https://de.torontomu.ca/de_courses/templates/ce/?c=39EA40E164F970C54B0530436D5A9F7A&m=1&p=188372 18/18 Use of the Plagiarism-Detection Service The work submitted by students in this course will be submitted to Turnitin. Students who do not want their work submitted to this plagiarism-detection service must consult with the instructor to make alternate arrangements by the end of the second module. Departmental Policies and Course Practices To learn more about course management expectations, please review Toronto Metropolitan University Senate Policies on Course Management No.166. Accessibility Per Toronto Metropolitan University’s Senate Policy for Academic Accommodation of Students with Disabilities No. 159, the University will provide academic accommodations for students with disabilities in accordance with the Ontario Human Rights Code and the Accessibility for Ontarians with Disabilities Act . If such accommodation is required, please contact Academic Accommodation Support , preferably before the start of the course to allow for time to make any necessary arrangements. Specific Details on IT Requirements N/A Student Email All students in full- and part-time graduate and undergraduate degree programs and all continuing education students are required to activate and maintain their Toronto Metropolitan University online identity at torontomu.ca/accounts in order to regularly access Toronto Metropolitan University’s email, MyServiceHub, the my.torontomu.ca portal and learning system, and other systems by which they will receive official university communications. Student Support If you are experiencing technical or administrative issues with your course, help is available from the Chang School Client Services team via email at ce@torontomu.ca or by phone at (416) 979- 5035. Please refer to the Chang School Client Services website for operating hours and other information.

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