Carayannis Course Ouline
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Concordia University *
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Feb 20, 2024
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Concordia University
Department of Applied Human Sciences
Winter Term 2024
AHSC 434/4/03 Human Relations Capstone Experience (3 credits)
Professor:
Dr. Anastassios Carayannis
Classroom:
In-person (VE 317)
Class Day & Time:
Tuesday 8:45-11:30
Office Hours:
By appointment
E-mail:
anastassios.carayannis@concordia.ca
TA: Sophie Babinski
Territorial acknowledgment:
We would like to begin by acknowledging that Concordia University is located on unceded Indigenous lands. The Kanien’kehá:ka Nation is recognized as the custodians of the lands
and waters on which we gather today. Tiohtià:ke/Montréal is historically known as a gathering place for many First Nations. Today, it is home to a diverse population of Indigenous and other peoples. We respect the continued connections with the past, present and future in our ongoing relationships with Indigenous and other peoples within the Montreal community.
STUDENT COMMUNICATION WITH PROFESSOR
Use email communication with professor to make an appointment during office hours or for questions that
require brief responses such as yes or no. Identify yourself clearly by full first and last name, student number, and course section. I will make every effort to respond ASAP. For any questions that require a lengthy response, make an appointment to see the professor individually during office hours. It is best to make an appointment in advance by emailing the professor, stating the reason for the appointment. Confidential issues such as grades or individual student needs will be discussed only during office hours.
IMPORTANT UNIVERSITY ADMINISTRATION DEADLINES
Last day for withdrawal with tuition refund (DNE): January 29, 2024
Last day for academic withdrawal (DISC): April 17, 2024
COURSE DESCRIPTION
This course must be taken in the final year. The course provides a holistic opportunity for students to
integrate the skills and techniques studied throughout their concentration and the program, into the practice
of design, facilitation and evaluation with a client group. The course includes classroom sessions, tutorials,
Team coordination and planning and a field-based group project.
Prerequisite or corequisite: One course among AHSC 400 Advanced Facilitation and Ethics, AHSC 425
Organization Development II or AHSC 445 Community Development II.
NOTE: Students who have received credit for AHSC 435 may not take this course for credit.
AHSC 434
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EXTRAORDINARY CIRCUMSTANCES
In the event of extraordinary circumstances beyond the University’s control, the content and/or evaluation scheme in this course is subject to change.
GENERATIVE ARTIFICIAL INTELLIGENCE
As Generative Artificial Intelligence (GenAI) can produce text and images based on existing documents, it is unable to attribute human value to social and emotional learning in the same way that we hope to within the Applied Human Sciences (AHSC) department. Part of navigating the generation of this content is in understanding that what is produced is not an inherently trustworthy or reliable source in producing academic material. These tools (e.g., ChatGPT) can be useful in complementing the learning that will come from within our community but must be used with discernment and integrity. Within our department, there is an emphasis on interpreting personal experience for which Gen AI cannot be a substitute. However, we recognize that the landscapes of learning and technology are changing, and that there is an opportunity to adapt our pedagogy as they evolve. As time goes on, we must remain aware that GenAI is an evolving tool for us to draw upon, while our experience and learning are what we value. The AHSC department requires transparency with the use of GenAI in all work. You must use appropriate APA citations. In addition, if you use GenAI in an assignment, you must include an acknowledgement after your list of references stating that you made use of GenAI, listing any GenAI resources, tools, or websites that you used, and describing how you used these GenAI resources, tools, or websites. If you have any questions about the use of GenAI applications for coursework, please speak with the instructor. The use of generative AI tools is prohibited for all assignments in this course. Their use in this course will constitute a violation of the Academic Code of Conduct.
SUGGESTED READINGS & RESOURCES
Bens, I. (2018). Facilitating with Ease! Core skills for facilitators, team leaders and members, managers, consultants, and trainers (4
th
Ed.). John Wiley & Sons.
Relevant articles and other required readings will be shared through the course reserve, from the following list / themes:
Community development
Centre for Community Health and Development, University of Arkansas. 2019. Community Toolbox
. https://ctb.ku.edu/en/table-of-contents
Centre des organismes communautaires (COCo). 2015. “Portes Ouvertes: Anti-Oppression Practice for Community Groups.” https://coco-net.org/wp-content/uploads/2015/01/Portes-
Ouvertes-Final-Doc-
forWeb.pdf
Leadership
Hersey, P., & Blanchard, K.H. (1969). Life cycle theory of leadership. Training & Development Journal, 23
(5), 26–34.
Facilitation
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Kaner, S., Doyle, M., Kerney, K., Berger, D., & Lind, L. (2014). Facilitator's guide to participatory decision-
making (Third, Ser. Jossey-bass business & management series). Jossey-Bass.
Group development
Kass, R. (2015). Theories of Small Group Development, (
5
th
ed.). Montreal, QC; Center for Human Relations
in Community Studies. Participatory Research Methods
Burck, C. (2005). Comparing qualitative research methodologies for systemic research: The use of grounded theory, discourse analysis and narrative analysis.
Journal of Family Therapy, 27
(3), 237-262. Chevalier, J. M., & Buckles, D. (2013). Participatory Action Research: Theory and Methods for Engaged Inquiry
. New York: Routledge, 68-118.
Stringer, E. T., & Dwyer, R. (2005). Chap. 3 Initiating a Research Study: Research Design in Action Research in Human Services
. Upper Saddle River, N.J.: Prentice Hall. 34-53
Morgan, D. L. (2012). Chapter 10: Focus groups and social interaction. In A. B. Marvasti, J. A. Holstein, J. F. Gubrium & K. D. McKinney (Eds.), The Sage Handbook of Interview Research: The Complexity of the Craft
(2nd ed.). Thousand Oaks, CA: Sage, 161-176. N. K. Denzin, & Y. S. Lincoln (Eds.), The Sage Handbook of Qualitative Research
(3rd ed.) Thousand Oaks,
CA: Sage, XX-YY.
Organization Development:
Conklin (2021), Doing things to people and doing things with people (pp. 33-
45). Balancing acts: A human systems approach to organizational change. University of Toronto Press.
Edgar H. Schein (2019) - On Communication: Process Consultation, Helping, and Humble Inquiry in Reflections: The SoL Journal on Knowledge, Learning, and Change
, vol 13, number 2 . https://www.solonline.org/wp-content/uploads/2019/03/sol_reflections_13.2.pdf
Tschudy, T. (2014). OD map: The essence of organization development. In B. B. Jones, & M. Brazzel (Eds.),
The NTL Handbook of Organization Development and Change (2nd ed., pp. 129-152). Wiley.
COURSE CONTEXT
This is a 3D course: the Students’ Team Organization, the Team mandate to deliver a group intervention required by a client and its Client Relation are the major three dimensions and focus for the term. The content
of the course is organized around a pre-set mandate (contract) prospected by a course coordinator with one client having a specific human relations need, and this contract is given to the Students’ Team under the guidance and supervision of their instructor. Frames of the mandate, ethics and norms are part of the pre-set contract. Adaptations of the mandate are under the responsibility of the instructor in contact with the client. AHSC 434
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The Students’ Team is a temporary consulting organization subcontracting from the coordinator office an effective mandate as many consultants do in their consulting life. Academic papers, evaluations and grades are the reward for the performance and achieving the Team contract. The Team members should make themselves available for Teamwork and for working in close collaboration with the client on the deliverables contracted by the course coordinator, with help from the instructor. Evaluation of the field activities is part of
the project, and its synthesis will be given back to the Course Coordinator.
The contract goal can be for example, and not limited to this list: a new community vision, capacity building workshops, social innovation initiatives, community
development, new regulation training and implementation, participative community imagination in the city, stakeholder consultations, etc. The prospected Clients are stable organizations able to handle and support large group activities run by beginning
professional-students. Teams are constituted of 3 to 5 Students in the B. A. Major in Human Relations combining skills of the three concentrations of Individual and Small Group Processes, Community Development and Organization Development and Change. The 3D experience is expected to provide opportunities for all concentrations to find relevant field and team experiences although the major focus of the contract might not be in the concentration they prefer. Roles of students should change along the process as they will have opportunities to adopt several roles necessary to achieve the Team mandate: engagement and collaboration in making the Team mandate a success with the client group are considered in instructor’s evaluations. Team functioning and maintenance of it are part of the evaluated experience.
COURSE OBJECTIVES
Course Goals, Objectives & Requirements
The course focuses on concentrations, providing experiences that are relevant for students in the Individual &
Group, Community Development, and Organization Development concentrations. Under this format, the students will be organized into teams. In some cases, a single project might encompass concerns relevant to the three concentrations (for example, a project involving a community organization); in other cases, it may be necessary to organize the students into two or three project teams to ensure that all students have a relevant capstone experience. The course ensures that all students will have relevant experiences involving contracting, data collection, sensemaking, facilitation, capacity building, and evaluation. The proposed course will see a course coordinator and individual course instructors take responsibility for forming and maintaining relationships with participating organizations from the community, and instructors will play a more direct and hands-on supervisory role with the project teams.
Students will develop his/her/their skills and knowledge in such a way that, at the end of the course he/she/they will:
Develop an understanding of role, strengths and areas of growth in intervention implementation with a client group;
Refine skills in design, planning, implementation and evaluation of effective group-based interventions;
Develop a practical understanding of the relationship between team dynamics, leadership, facilitation of client group dynamics and intervention;
Examine and develop personal skills of leadership and collaboration in organization teams, group AHSC 434
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facilitation, event planning and implementation, and client relation;
Develop skills in self-assessment & understanding of role in teams.
COURSE SCHEDULE AND READING GUIDELINES
Attending the project activities (intervention day) is compulsory, date depends on the pre-set contract.
Week Topics
Interaction with client
(minimally)
Assignments
Grade
and due
(%)
1
Intro
Project description, Sketching the term, 2
Team construction, Mapping
assets
3
Need validation
Ethics of Capstone project
Meeting client
Need validation
Individual learning goals
(individual assignment)
10 %
4
Overall process design
Including methodological framework to be used in intervention with clients;
Creating the service offer
Discovery Paper (group
assignment): - Case analysis and need
identification - Interview and analysis
- Need validation
15 %
5
Preparing work plan with roles + responsibilities;
Planning adjustments Sharing service offer
+ signature
Service offer
15%
6
Work on your project: activities design
7
Work on your project: Evaluation Planning Check-in with client
Possible Mid-Term Break (To be confirmed) around this time
8
Work on your project / coaching
Work with client
Workshop/process design and evaluation
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9
Work on your project / coaching
Work with client
10
Client's event (if relevant, date to be specified) / workshop
Work with client
11
Evaluation and feedback
Work with client
12
Conclusion and closing with clients
Client Report and Evaluation results
20 %
13
One week after last classes
Final Paper
(Individual)
30 %
Intermediate papers can be requested by the instructor.
EVALUATION STRUCTURE: GLOBAL OVERVIEW
Evaluation structure by assignment
Paper
Anticipated
length
On your grade (%)
Due Week
1. Individual Learning goals (individual achievements) 10 % Individual mark
3
2.Discovery - Initial Case and System Analysis
- Needs validation
15 % Group mark
4
3. Service Offer
- Group 15 % (Group mark)
5
4. Client report (with Evaluation synthesis) (group)
Designs, plans and evaluation
Learning / findings report
20 %
Group mark
12 (last)
5. Final Reflection Paper (Individual)
Individual contributions assessment and achievements, and structured reflection on 30 % Individual mark
One week after last class
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individual contribution and teamwork
6. Participation and engagement (Individual) - Moodle Journals and activities
10%
Total
100
As paper use reduction is part of the University policies on increasing its sustainability, we will use as much
as possible computers instead of paper. We plan to use Moodle to deliver articles to read, assignments and papers.
DETAILED ASSIGNMENT INSTRUCTIONS
Detailed assignment instructions
1.
Assignment # 1 - Individual learning goals
a.
Fill in the Capstone skills self-assessment questionnaire
.
b.
Pick 2 skills which you would like to improve during this course.
c.
For each of the skills you chose, explore the following questions:
-
Why is this important to you?
-
What is your vision of what will become possible for you once you have developed this skill?
-
Using the SMART framework (attached), create an action plan for your goals.
Worth : 10%
Deadline: Week 2
Length: 2 pages (1 page per goal), not including cover page and appendix (skills assessment questionnaire)
Criteria for evaluation:
Clarity of the goals
Quality and depth of discussion of the rationale for choosing the goals and assessing their potential
benefits
Appropriate use of the SMART framework (clarity and realism of the action plan)
2.
Assignment # 2 - Discovery package (Team assignment)
2.1 Discovery - part 1: Initial case and system analysis
(Making Sense, case analysis and need validation)
Introduction to the capstone project case, based on the available information. For this part of the assignment, you will be working with all the available information you can find. This means what is included in the case file, but also any public information you might be able to gather through research (ex: organization mission, history, etc.).
This early project analysis should include the following:
●
Summary of the project (the case)
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Who is the client? What are they doing? What concrete outcomes are they expecting? What other hypothesis can you formulate about the needs expressed by the client?
●
Themes for interview and need validation
What else do you need to know in order to help you complete this project?
Create a list of 5 interview questions to ask the client in order to find out what you need to know.
2.2 Discovery, Part 2 - Needs validation
For this part you will draw on your conversation(s) with members of the organization: gathering additional data and insights into the nature of the project and the organization you will be working with. You will use the questions you have formulated in part 1 to get clarity on your mandate as a team.
This assignment should include the following parts (Make sure to answer each question):
●
Summary and analysis of your conversation with members of the organization. How did you approach the conversation, as a team? What new insights did you gain? ●
Context analysis of the client: -
Who is this client? -
What is this project about? What is the challenge the client has identified? -
What intentions has the client formulated regarding this challenge? (Can you notice any changes from
the original project description?) -
Who needs to be involved in this project? -
Who should / will benefit from this? For this part of the assignment, you are encouraged to create a visual map of the system.
●
Creating a relationship with the client: what impressions have you created about your client? Moving forward, how will you develop and maintain the relationship? ●
Owning the contract: What next steps have you agreed on with the client? What additional information will you need to gather in order to complete the project? What is your plan to get this information? Deadline: week 4
Worth: 15 %
Group mark
3. Service offer (Team assignment)
●
Project goals and deliverables
Based on your earlier conversations with the client, what are the project’s goals (2-3 goals at most, formulated from the client’s perspective. Use the SMART Goals framework to guide you)
?
Based on your earlier conversations with the client, what are the deliverables attached to this project (tangible
outcomes: a process, a workshop, a report, a program)?
AHSC 434
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●
Presentation / summary of a methodological framework
Based on what you know, what is a methodology that you might use to work on this project?
Describe the framework: where is it from? who developed it? for what purpose?.
Why do you think this framework might be pertinent for this particular case?
Include 3 sources relevant to this framework.
●
Design Process for an intervention
Create your workplan:
-
What steps do you propose? Add the tasks involved for each step, and the dates for each task to be completed.
-
What team member(s) will be responsible for each task?
-
What will you need from the client at each stage? How will you involve them?
You are encouraged to create a visual timeline for this.
Team description
How do you think your team might be able to help?
Briefly describe each team member‘s role in the project and their skills.
Length: 5-6 pages
Worth: 10 %
Deadline: Week 5
Assignment # 4 - Client report (group)
4.1 - Designs, plans and evaluation
IMPORTANT: The format of this part of the assignment will depend on the nature of the project and the deliverables discussed with the client. Make sure to connect with your teacher to discuss what should be included. Option A: a workshop (or a series of workshops)
You will need to include:
-
Detailed
workshop plans (use the template provided by your professor);
-
Copies of tools used during the workshop(s) - ex: documents, templates, questionnaires, visuals, etc.
-
5 Evaluation questions to send your client after the project
-
Sources and references
Option B: Community development intervention
You will need to include:
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-
If gathering data from community stakeholders: any tools created for that purpose (ex: surveys, interview questionnaires, focus group questions, etc.)
-
Detailed
intervention plans (ex: a plan for a community visioning forum, a sensemaking workshop with the community using the collected data - use the template provided by your professor);
-
5 Evaluation questions to send your client after the project
-
Sources and references
Option C: Organization development intervention
You will need to include: -
If gathering data from the organization or team members: any tools created for that purpose (ex: surveys, interview questionnaires, focus group questions, etc.)
-
Detailed
intervention plans (ex: a plan for a sensemaking workshop with the organization members using the collected data, a plan for a strategic vision workshop, a plan for a feedback session on a guide you created, etc. - use the template provided by your professor);
-
5 Evaluation questions to send your client after the project
-
Sources and references
I cannot stress this enough: given the many possible variations of a capstone project, MAKE SURE TO CONNECT WITH YOUR PROFESSOR TO CLARIFY THE EXPECTED FORMAT OF THIS ASSIGNMENT.
4.2 - Learning and findings report
IMPORTANT: This is a client-facing document. It should be produced with this in mind. Presentation should
be user-friendly. To ensure this, the final format should be discussed with the client.
Parts to include:
1.
Introduction
Context of the project
Projects Goals
Agreed deliverables
2.
Report on the process
Activities
Participants
Tools and methodologies used
3.
Depending on the nature of the project and the deliverables that were negotiated with your client:
OPTION A - If the project is a workshop / a program:
Learnings / outcomes
Key insights
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Key quotes from participants
OPTION B - the project is a community intervention:
Process outcomes , depending on the agreed deliverable(s): action plan, community vision, community toolbox, volunteer guide, etc.
Important learnings and insights from the process (or recommendations from the student team)
Key quotes from participants
OPTION C - the project is an OD intervention:
Guide (if the final product is a guide)
Vision
Action steps
Recommendations from the student team
4.
Conclusion and acknowledgements
IMPORTANT: The format of this part of the assignment will depend on the nature of the project and the deliverables discussed with the client. Make sure to connect with your teacher to discuss what should be included. Length: Number of pages and final format should be discussed with the client.
Worth: 20 %
Deadline: Week 12
Assignment # 5. Final Reflection Paper (Individual)
Individual contributions assessment and achievements, and structured reflection on individual contribution and teamwork.
The purpose of this assignment is to give you the opportunity to examine the overall dynamics and development of your team, the impact of your interventions, and your personal learning. To accomplish this, you will apply theoretical knowledge to concrete observations of behaviour and interactions.
Your final paper must include:
1.
Formal elements: title page, table of contents, formal introduction and conclusion, sources (APA format). 2.
Summary of the client evaluations.
3.
Feedback from contact person.
4.
References and bibliography as well as the formatting of your paper must follow APA guidelines.
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Remember that your grade will also reflect written presentation, clarity, and grammar.
Part A: Introduction
Introduce your client and your project to the reader. Include project goals, process summary, number of participants, overall attendance, and the impact that diversity had on the group. Discuss any unusual circumstances that may have affected the dynamics of the group as well as any changes in behavior of the participants.
Part B: Team Development
●
Provide an overview of a group development theory. ●
Analyze where the student team ended according to this theory. ●
Support the analysis with specific examples
as well as quotes
from the theory. ●
Do not forget to include a discussion of the prior stages if they were experienced.
Part C: Facilitation / Organization Development / Community Development
●
Provide an overview of a facilitation, an organization development or
a community development theory that you will be using in this paper to illuminate your experience.
●
Analyze the project and all its elements (relationship building, contracting, planning, delivery, evaluation), according to the theory. Make sure that you discuss the changes you made to your plan and the reasons for this. Provide examples to support your discussion. ●
If you were to work with this group again, what changes and intervention(s) would you make? Assess
what impact these intervention(s) might have made. Provide examples to support your discussion. Part D: Evaluation
●
Summarize the feedback that you received and discuss the meaning you attach to this feedback. Include the original evaluation form in the appendix. ●
Report on your final meeting with the client after completion of the project. What feedback did you receive and what are your reactions to this? Include an assessment of your work from your contact person as an appendix. ●
What have you learned from this feedback; about yourself as leader, about the client you worked with, and about your intervention design? What are you most proud of? How would you improve your intervention? Provide examples to support your discussion. Part E: Reflections on Learning
For your final analysis, you will rate yourself concerning your development according to the goals you set for
yourself at the beginning of the semester. 1) Discuss your learning as a leader/co-leader, using a leadership framework to support your thinking:
●
What about this experience enriched your learning? AHSC 434
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●
What was most challenging and why? ●
What have you learned about yourself? 2) Choose two individual learning objectives you set for yourself at the beginning of this project. ●
Summarize and discuss the feedback you received from your team.
●
Describe any developmental changes, providing specific evidence for each competence area: How do you know you improved in this competency? What did you do to work on this particular competency? What was the result of this effort? You will need to go into some detail in this section concerning the most important aspects of what you have learned and how that has impacted you. Provide examples to support your discussion. Part F: Capstone Site Assessment
●
How would you assess your relationship with the contact person/organization? ●
What would you do differently if you had another opportunity to work with them? ●
What have you learned from this relationship?
●
Would you recommend this organization for future capstone projects? Why?
Technical Aspects (10%)
Includes written presentation, clarity, grammar, title page, table of contents, conclusion, appendix, literature references, and accurate citations. Requirements for All Written Assignments
All papers must include title page, table of contents, formal introduction, formal conclusion, appropriate reference citation in the text of the paper, and reference list
, and written in APA format, 7
th
edition. An outline of this referencing format is available in a link in Moodle APA Citation Style - 7th edition
.
All papers must be typed, double-spaced, 12 font Times New Roman, 1-inch margins around text, and
23 lines of text per page.
Edit all your assignments several times before submission for clarity of language, good organization of ideas and structure, and correct grammar, syntax, spelling, and punctuation (all of these will have an impact on the grade of each assignment). Use writing that is clear, brief and to the point. Fewer words, when well written, carry more weight than drawn-out parleys
.
For team assignments, team members must contribute substantially and equitably in all the team assignments. If a team member does not fulfill this requirement in any of the team assignments, s/he may receive a lower grade or grade of zero (0) in the affected assignment(s).
Papers are due on the dates specified - no extensions or re-writes will be granted unless previously negotiated. Late submission of assignments will result in the lowering of the evaluation mark on that assignment by 1/3 of a letter grade for each late day, including weekends.
Five (5) calendar days past AHSC 434
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the due date, an assignment will be considered an automatic failure.
In order to receive a final grade for this course, all assignments must be completed and submitted, unless otherwise negotiated.
6.
Course Attendance & Participation Requirements (Individual mark, 10%)) This course is based on experiential learning, and demands a high level of observation, participation, and involvement. Therefore, class attendance for participating in discussions, team-professor conferences, and team work is essential to the student’s learning and the learning of others. Punctuality means being
ready to start the class on time and staying for the full class session.
Assessment of participation: will include contributions, cooperation, commitments, team role, ability to communicate constructively. PROFESSIONAL & ETHICAL CONDUCT
Identify yourself clearly when communicating with the professor, other students, and organizations in
the field. Indicate your full name, course number, and always copy your co-leading team members(s) in any communication (e.g. emails, etc.) with me or the fieldwork site.
Class participation and student conduct
: Speak clearly and with adequate volume to be heard by all students. Present your point of view using the first person "I" rather than speaking in generalities that include other people when communicating in the classroom. Monitor your participation in class. Aim
to speak if you rarely participate. Refrain from speaking if your numerous contributions are preventing others from joining in the discussion.
Student conduct for Office Hours Zoom Meetings
: Office hour meetings between the professor and co-leading teams or individual students are confidential. Students will be placed in the Waiting Room
of Zoom until the meeting with the previous team or student has been completed. Students with prearranged appointments have priority during office hours. Recording of office hour meetings, using any means, is strictly prohibited.
Rights, responsibilities and behavior
: All individuals participating in courses are expected to be professional and constructive throughout the course, including in their communications. Concordia students are subject to the Code of Rights and Responsibilities which applies both when students are physically and virtually engaged in any University activity, including classes, seminars, meetings, etc.
Students engaged in University activities must respect this Code when engaging with any members of
the Concordia community, including faculty, staff, and students, whether such interactions are verbal or in writing, face to face or online/virtual. Failing to comply with the Code may result in charges and
sanctions, as outlined in the Code.
Intellectual property
: Content belonging to instructors shared in online courses, including, but not limited to, online lectures, course notes, and video recordings of classes remain the intellectual property of the faculty member. It may not be distributed, published or broadcast, in whole or in part, without the express permission of the faculty member. Students are also forbidden to use their own means of recording any elements of an online class or lecture without express permission of the instructor. Any unauthorized sharing of course content may constitute a breach of the Academic Code
AHSC 434
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of Conduct and/or the Code of Rights and Responsibilities
. As specified in the Policy on Intellectual Property
, the University does not claim any ownership of or interest in any student intellectual property. All university members retain copyright over their work.
Accessibility needs
: If you have accessibility needs that require academic accommodations, please meet with an advisor from the Access Centre for Students with Disabilities (ACSD, concordia.ca/students/accessibility
) as soon as possible to set up an accommodation plan. I welcome meeting, during office hours, with all students to discuss their accessibility needs.
Your grades are the outcome of your efforts. You are the owner of your work and its results. Prepare for assignments by planning your weekly study and work. Any request for inaccurate/lax grading is unprofessional and unfair to other students.
Cheating and Plagiarism
:
Cheating? Don’t even think about it...
Faculty of Arts and Science
Advice to Students on Academic Integrity
Article 1 of the Code of Conduct (Academic) states that “the integrity of University Academic life and
of the degrees, diplomas and certificates the University confers is dependent upon the honesty and
soundness of the instructor-student learning relationship and, in particular, that of the evaluation
process. As such, all students are expected to be honest in all of their academic endeavours and
relationships with the University
.” (Undergraduate Calendar, section 16.3.14 or
http://secretariat.concordia.ca/policies/academic/en/codeofconduct-academic.shtml
)
The most common act of academic misconduct is what we call “plagiarism”. Plagiarism can be simply
defined as submitting work that is not your own as if it were yours. This includes copying material,
even a few sentences, from published or unpublished sources, from the internet, or from another
student without citing the source. It also includes presenting another person’s ideas or paraphrasing
the work of another person without citing the source. Plagiarism also includes handing in bought
papers, papers obtained from free essay websites, or having another person write your paper for you. Concordia University takes all acts of academic misconduct very seriously, and such acts may result in
punishment. Possible penalties include a failing grade in the assignment, a failing grade in the course,
the requirement to complete additional credits, and suspension or expulsion from the University. You
should be very careful not to submit any work that might expose you to an accusation of
academic misconduct.
For more information on the Code of Conduct (Academic) and academic integrity, please consult
http://artsandscience.concordia.ca/dontcheat/
For information on how to research and write papers and how to cite sources, please consult:
http://www.library.concordia.ca/help/howto/
and http://learning.concordia.ca/Help/Writing.shtml
Sexual violence, including sexual harassment and sexual assault
, is not tolerated at Concordia. Please see Concordia’s policy on sexual violence for more information about awareness and prevention, support for survivors/victims, responding to disclosures and procedures for reports and complaints. You can also contact the Sexual Assault Resource Centre for information and support. More AHSC 434
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information and support are available at the Sexual Assault Resource Centre concordia.ca/students/sexual-assault
, by email sarc@concordia.ca
or phone 514 848-2424 x 3353
Third-party software and websites
: o
In this course external software and/or websites are not usually used. However, if such needs arises, students may be asked to submit or consent to the submission of personal information (for example, name and email) to register for an online service. Students are responsible for reading and deciding whether or not to agree with the Third Party Technology’s terms of use. Use of any Third Party Technology is voluntary. Students who do not consent to the use the software or service should identify themselves to the course instructor as soon as possible, and
in all cases before the DNE deadline, to discuss alternate modes of participation.
o
Students are advised that external software, website and/or tool (“Third Party Technology”) may be used in the course and students may be asked to submit or consent to the submission of their work to an online service. Students are responsible for reading and deciding whether or not to agree with the Third Party Technology’s terms of use. Use of any Third Party Technology is voluntary. Students who do not consent to the use of Third Party Technology should identify themselves to the course instructor as soon as possible to discuss alternate acceptable modes of participation that do not require them to give the third party intellectual property rights. By using the Third Party Technology, students agree to provide and share their work and certain personal information (where applicable) with the third party provider. Students are advised that the University cannot guarantee the protection of intellectual property rights or personal information provided to any third party provider (website or software company) and that applicable intellectual property and personal information laws could be those of foreign jurisdictions.
GRADE GUIDE & SCALE
Grade Guide
Letter
Grade
Qualities of Work
A+
A
A-
Outstanding
B+
B
B-
Very Good
C+
C
C-
Satisfactory
D+
D
Marginal Pass
AHSC 434
17
D-
FNS
Poor - Failure
Grade Scale
A+ 97.6-100
A 93.6-97.5
A- 89.6-93.5
B+ 84.6-89.5
B 79.6-84.5
B- 75.6-79.5
C+ 71.6-75.5
C 66.6-71.5
C- 62.6-66.5
D+ 58.6-62.5
D 53.6-58.5
D- 49.6-53.5
F 0-49.5
Basic criteria for marking: Quality of referencing, of English /or French if this is your writing language, and
neat presentations will be considered for all papers. Coherence, validity of thoughts and good structures of
the texts are basic expected components. After that, you are invited to commit yourself in your assignments,
to read, search, learn and understand as much as this is possible for you about the topic you choose, make
connections and enjoy the discovery of new ideas: this is the originality we are looking for.
CONCORDIA STUDENT SERVICES
Do you know that almost 50 per cent of Concordia students do not complete their program within five years? Do you know that more than 60 per cent of students who do not complete their degree are in good academic standing? Some students abandon their program for well-thought-out reasons. Most students, however, fail to
complete their degree because of preventable circumstances (financial, psychological, academic, etc.). The University offers many services that can help students:
1. Access Centre for Students with Disabilities: concordia.ca/students/accessibility
2. Student Success Centre: concordia.ca/students/success
3. AHSC Academic Advisor: Alison Piela alison.piela@concordia.ca
4. Counselling and Psychological Services: concordia.ca/students/counselling-life-skills
5. Concordia Library Citation and Style Guides: https://library.concordia.ca/help/citing
6. Health Services: concordia.ca/students/health
7. Financial Aid and Awards: concordia.ca/offices/faao
8. Academic Integrity: concordia.ca/students/academic-integrity
9. Dean of Students Office: concordia.ca/offices/dean-students
10. International Students Office: concordia.ca/students/international
11. Student Hub: concordia.ca/students
12. Sexual Assault Resource Centre: concordia.ca/students/sexual-assault
13. As a Concordia student, you are a member of the Concordia
Student Union and have many resources available to you including:
a. HOJO (Off Campus Housing and Job Bank): csu.qc.ca/services/housing-and-job-bank-hojo/
b. CSU Advocacy Centre: csu.qc.ca/services/advocacy-centre/
14. Aboriginal Student Resource Centre: concordia.ca/students/aboriginal
15. Zen Dens: https://www.concordia.ca/health/zen-dens.html
AHSC 434