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Course Syllabus PD206 Public Safety Policy Analysis Bachelor of Arts – Policing Instructor Information Matthew Tomlin mtomlin@wlu.ca Weekly Office Hours: Virtual Course Information Calendar Description : PD206 Public Safety Policy Analysis Pre-requisites A 0.5-credit selected from the following courses: CC291/PD291, PD100, PD101, JN109/MB109/OL109, PD200, PD201, PD202 OL224/PD224 Co-requisites: Nil Course Location: mylearningspace Course Overview and Approach This course examines all aspects of the public safety system from an organizational perspective and evaluates public safety organizations in the larger environmental context. Students will analyze external organizations, public interest, and provincial and national policy and explore the changing and expanding role of the public safety system. Current issues will be examined through case studies. Course Goals and Learning Outcomes Upon completion of this course, the student will be able to: 1. Evaluate various types and theories of public policy and public ideologies 2. Articulate processes of policy formation, implementation, and evaluation 3. Compare and contrast internal and external influences on public policy safety 4. Assess the role of public policy within public safety organizations and systems 1

5. Evaluate the role and impact of public opinion and policy on public safety legislation and strategic and operational policies 6. Analyze the significance of Indigenous and Environmental policies regarding public safety. Course Tools and Learning Materials This course will be offered in an online format using the following teaching/learning methodologies:  Readings  Videos  Group Discussion  Case Studies  Learning Debriefs/Self-directed Research  Academic Paper The following course tools and resources will be utilized: Required Readings: As identified in the Weekly Schedule for each Module. All of the materials are available through the WLU Library or as open-source documents found on the Internet. All textbooks will be available through the WLU Bookstore. Please note : WLU OFFERS THIS TEXT VIRTUALLY. Check your email for information or contact the WLU Bookstore for more information. Textbook: Miljan, L. (2021). Public policy in Canada: An introduction, Eighth Edition. Oxford. Additional Texts, Readings, Media, and Sources: Additional readings/media are listed under each module. Other Resources: Library e-reserve website and access information: (The library e-reserve can be accessed through the Content tab in MLS. Students will log in separately through that link with their Laurier credentials.) Library: http://library.wlu.ca/ Laurier resource on reflective journal writing: http://writeonline.ca/ Brightspace – Laurier’s Learning Management System - course login: http://mylearningspace.wlu.ca Student Evaluation The final mark/grade for this course will be determined as follows: 2

Please note:  You must complete/submit 4 Discussion Forms.  You must complete/submit 3 Learning Debriefs. Online Discussion Forums [ODF/DBs] Required: 4 4x10% each 40% Learning Debriefs [LDs] Required: 3 3x10% each 30% Academic Paper - Part 1 - Proposal Required 1 1x10% 10% Academic Paper - Part 2 – Actual Paper Required 1 1x20% 20% See due dates in Appendices and within lessons Total 100% *Rubrics will be provided in each assignment document. Learning Activities/debriefs, Written Assignments, Discussions, and Essays Your evaluation consists of a combination of assignments that allow you to critically analyze police organizations and individuals, by applying theoretical concepts to practical experiences. Rubrics for grading will be included in the detailed instructions for each assignment. Please note that most assignments are required to be properly formatted using the guidelines provided in the APA 7 th Edition Manual. (Proper APA headings, citations, and references, etc. are expected to be present in each assignment. ( EXCEPTION : No cover page or abstract is required for Discussion Boards) The following methodologies will be utilized:  Online Forum Discussions (4 submissions x 10%), for a total of 40% of your overall course grade. You will submit an initial response to the discussion forum topics and respond to at least two other students’ initial responses. Your initial post will not be less than 400 words . Each of your required replies to two classmates will not be less than 200 words each . (You are welcome to reply to more than two of your classmates, however, only the first two replies will be marked). See Appendix 1 for more information. The goal is to encourage healthy interactive discussions and debate on the identified issue for each discussion. Online Forum Discussions are due at the end of Lessons 1, 2, 3, & 5. The due dates are listed on your syllabus and in Appendix 1 .  Learning Debrief (LD): (3 submissions x 10%) for a total of 30% of your overall course grade). The learning debriefs will provide you with the opportunity to reflect on the course materials and critically assess an identified issue. Learning Debriefs shall consist of a minimum of 400 words. Learning Debriefs are due at the end of Lessons 1, 2, & 3. The due dates are listed on your syllabus and in Appendix 1 . (See Appendix 2 for details.)  Academic Paper: (1 for a total of 30% of your overall course grade). 3

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You will submit a concisely written academic paper consisting of 5-6 pages ( not including Cover Page, Abstract, Table of Contents (if present) or References) on an approved topic. The paper must strictly follow the APA 7 th edition guidelines regarding formatting. You must submit your topic for approval before the end of Lesson 3. The paper must be submitted to the appropriate Dropbox as outlined in the assignment instructions. (See Appendix 3 for details.) PLEASE NOTE: For some of the Discussion Boards and Learning Debriefs, you may need to reach into the next chapter to complete your assignment. This is because the front end of the course is more heavily loaded than the back end. The purpose of this is to allow you more time to work on your academic paper in the latter half of the term. University and Course Policies 1. Academic Integrity/Misconduct (cheating) : Laurier is committed to a culture of integrity within and beyond the classroom. This culture values trustworthiness (i.e., honesty, integrity, reliability), fairness, caring, respect, responsibility, and citizenship. Together, we have a shared responsibility to uphold this culture in our academic and nonacademic behaviour. The University has a defined policy concerning academic misconduct. As a Laurier student, you are responsible for familiarizing yourself with this policy and the accompanying penalty guidelines, some of which may appear on your transcript if there is a finding of misconduct. The relevant policy can be found at Laurier's academic integrity website along with resources to educate and support you in upholding a culture of integrity. Ignorance is not a defence. See: www.wlu.ca/academicintegrity 2. Special Needs: Students with disabilities or special needs are advised to contact Laurier’s Accessible Learning Centre for information regarding its services and resources. Students are encouraged to review the Academic Calendar. See www.wlu.ca/page.php?grp_id=1365&p=5123 for information regarding all services available on campus. 3. Plagiarism: Wilfrid Laurier University uses software that can check for plagiarism. If requested to do so by the instructor, students are required to submit their written work in electronic form and have it checked for plagiarism. Please note that Turnitin is used to check for plagiarism in your Academic Paper. (It is also used in your Learning Debriefs – but only to make you aware of how it functions. Marks will not be deducted for high scores (over 20%) in LDs – but they will be deducted in your Academic Paper, if the score is affected by other than common references, proper quotes, etc.) 4. Late Assignment Policy: Students are expected to submit all assignments to the course professor on or before the due date in the format specified by the professor and as instructed. No make-up for missed assignments, tests, or exams will be permitted (except under exceptional circumstances as outlined in Laurier University policy). Any evaluation with a course grade weight up to and including 10% will not be accepted if submitted late, and a grade of F will be assigned (except under exceptional circumstances as outlined in Laurier University policy). Any assignment with a course grade weight of 11% or greater, if submitted late, will be 4

penalized 20% per day, including weekend days, up to a maximum of four (4) days. Those assignments received after the fourth (4 th ) day will receive an F grade. 5. Extensions : Extensions may be granted for 24-hr increments if the reason for the request is deemed valid. Such requests must be made before the due date. Requests will not be considered on or after the due dates. There are no extensions for the academic paper. 6. Blockquotes: Do not use blockquotes in either Discussion Boards or Learning Debriefs. One blockquote is permitted in the Academic Paper. 5

PD 206 – Public Safety Policy Analysis Weekly Schedule Week # / Date Topic / Theme / Unit Lesson Outcomes Learning Activities MODULE ONE Week 1 & 2 Jan 8- 21 Lesson 1: Introduction, Concepts, & Theories in Public Policy Summarize and articulate the definitions of both public policy and policy discourse. Interpret how different aspects of public policy are relevant to the workplace, including the public sector and especially public safety workplaces. Analyze the pattern of “public policy” in Canada. Articulate and justify the need for public policy in Canada as it relates to public safety. Read:  Chapter 1 of the textbook. Basic Concepts in the study of Public Policy  Torjman, T. (2005). What is Policy? The Caledon Institute of Social Policy, Caledon Publications: Ottawa, ON. https://maytree.com/wp- content/uploads/544ENG.pdf .  About Public Safety Canada. https://www.publicsafety.gc.ca/cnt/bt/index-en.aspx .  Public Safety Canada Departmental Plan 2019-2020. https://www.publicsafety.gc.ca/cnt/rsrcs/pblctns/dprtmntl-pln- 2019-20/index-en.aspx (Pay particular attention to National Security ( https://www.publicsafety.gc.ca/cnt/rsrcs/pblctns/dprtmntl-pln-2019-20/ index-en.aspx#s31 Community Safety ( https://www.publicsafety.gc.ca/cnt/rsrcs/pblctns/dprtmntl-pln-2019-20/ index-en.aspx#s32 ), and Emergency Management ( https://www.publicsafety.gc.ca/cnt/rsrcs/pblctns/dprtmntl-pln-2019-20/ index-en.aspx#s33 ).  Lewis, C. (December 2017). OpEd: Stand-out public safety issues for 2017. https://www.cp24.com/news/a-view-from-the-top/oped- stand-out-public-safety-issues-for-2017-1.3734607 . Films/Videos:  YouTube: Making public policy more fun | Vasiliki (Vass) Bednar | TEDxToronto. https://www.youtube.com/watch?v=wXYSsA5yVSY . (7:20 minutes)  YouTube: The influence of policy | Amy Hanauer (2015) | TEDxSHHS https://www.youtube.com/watch?v=iBRxl3Klhj0 (17:28 minutes) Participate: Introduce yourself in the Discussion Board Forum Complete: 6

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 Discussion Board/Forum 1 Due Jan 13 (Post) & Jan 14 (Replies). Reminder: Academic Paper Proposal due: Feb 18 Week 3 & 4 Jan 22-Feb 04 Lesson 2: The Context of Policy-Making in Canada Summarize and articulate how contextual and proximal influences affect public policymaking. Analyze the two main effects that Canada’s Constitution has on the policy-making process. Analyze and describe the military alliance between Canada and the United States and explain why it must exist. Read:  Chapter 2 of the textbook. The Context of Policy-Making in Canada  The Canada-U.S. Defence Relationship (2014), located at http://www.forces.gc.ca/en/news/article.page?doc=the-canada-u-s- defence-relationship/hob7hd8s . Films/Videos:  (No videos for this lesson) Complete:  Learning Debrief 1 Due Jan 28 Reminder: Part 1: A cademic Paper Proposal Due , Feb 18 PLEASE NOTE: Chapters 2 and 3 are reversed in the Virtual Textbook (7 th ed) compared to the hard copy Textbook (8 th ed). MODULE TWO Week 5 & 6 Summarize and articulate the Read: 7

Feb 06-18 Lesson 3: Theories of Public Policy definition of public policy theory and how it relates to public safety Interpret and analyze the structuralist theories of the public policy process; Define and analyze globalization framework policies Compare, contrast, and analyze the three theoretical perspectives on policy formation and relate the perspectives to policies on public safety in Canada.  Textbook Chapter 3: Theories of Public Policy  von Hlatky, S. and Trisko, J. (2012). Sharing the Burden of the Border: Layered Security Co-operation and the Canada–US Frontier. Canadian Journal of Political Science , 45 (1) , 63-88. The article is available at: https://doi.org/10.1017/S0008423911000928 . (Pay special attention to the section on “Theoretical Perspectives on Burden-Sharing and Security Co-operation.”) Films/Videos :  YouTube: CBC News: Canada’s Defense Policy Review. ( https://www.cbc.ca/player/play/2686411536 ). Complete:  Discussion Board 2 Due Feb 16 (post), AND Feb 18 (replies).  Learning Debrief 2 Due Feb 11  Part 1: Academic Paper Proposal Due Feb 18 Week 7 & 8 (Spring Break: Lesson 4: Agenda Setting & Policy Formation Articulate why elections are crucial to policy agendas. Summarize and Read:  Textbook Chapter 4: Agenda Setting and Policy Formation  Google: Public Policy Analysis: agenda setting and formulation . (Read to the end of the example of the death penalty in the USA.)  Soroka, S.N. (2002). Issue Attributes and Agenda-Setting by Media, 8

Feb 20-23) Feb 26 -Mar 11 articulate agenda considerations and how they can affect public policy. Interpret the media agenda setting and explain its significance in politics/policy. Articulate Canada’s public safety plan to counter crime. the Public, and Policymakers in Canada. http://www.infoamerica.org/documentos_pdf/setting02.pdf (Read only pages 264-269 and 275-282).  Proudfoot, S. (2018). Justin Trudeau’s sunny ways won in 2015. Can his brand survive? Macleans. https://www.macleans.ca/politics/ottawa/justin-trudeaus-sunny- ways-won-in-2015-can-his-brand-survive/ .  Transportation Safety Board of Canada. Lac-Mégantic runaway train and derailment investigation summary. http://www.tsb.gc.ca/eng/rapports-reports/rail/2013 /r13d0054/r13d0054-r-es.asp . Films/Videos:  YouTube: The Agenda Setting Function Theory. https://www.youtube.com/watch?v=C7qf9gQpoF4 . (2:20).  YouTube: Agenda Setting and Object Attributes. https://www.youtube.com/watch?v=bEg-6G2b_9o . (2:53).  Max McCombs on Agenda-Setting Theory. https://www.youtube.com/watch?v=9yFENr7ABcc . (8:04).  Canadian Press. Trudeau on why he sees the need for a new border security portfolio. https://www.youtube.com/watch? v=bXO4eNjxcME Reminder: Work on Academic Paper – Part 2 ! Due: A PR 07 MODULE THREE Week 9 & 10 Mar 12-25 Lesson 5: Indigenous Policy & Environmental Policy Articulate the nature of Indigenous history between the Indigenous peoples and the Canadian government. Read:  Textbook Chapters 11 - Indigenous Policy & 12 Environmental Policy.  Taylor, J. (2016). Indigenous People and Government Policy in Canada. https://www.thecanadianencyclopedia.ca/en/article/aboriginal- people-government-policy/ .  Report of the Royal Commission on Aboriginal Peoples (1996). https://www.bac-lac.gc.ca/eng/discover/aboriginal-heritage/royal- 9

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Summarize and articulate the principles underlying Indigenous policy. Analyze and critique the future directions of Indigenous policy. Articulate the reasons behind the National Inquiry into Missing and Murdered Indigenous Women and Girls and evaluate its function. Articulate a definition of environmental policy. Analyze the progression of environmental policy in Canada. commission-aboriginal-peoples/Pages/final-report.aspx .  Christian Aboriginal Infrastructure Developments: Policies. http://caid.ca/Dpolicies.html .  Henderson, W.B. (2017). (Canadian Encyclopedia) Indian Act . https://www.thecanadianencyclopedia.ca/en/article/indian-act/ .  National Inquiry into Missing and Murdered Indigenous Women and Girls. http://www.mmiwg-ffada.ca/ . Films/Videos:  TVO: Indigenous People: Surviving Canada . https://tvo.org/video/programs/the-agenda-with-steve-paikin/indig enous-communities-surviving-canada . (34:29).  YouTube: History on Environmental Policies in Canada. https://www.youtube.com/watch?v=FLKiwbE_Vuw . (4:58)  YouTube: It's time to reform the Canadian Environmental Protection Act (CEPA). https://www.youtube.com/watch?v=yvnaoEdKd5U . (2:57) Complete:  Learning Debrief 3 due Mar 17  Discussion Forum 3. Due: MAR 15 (post) and MAR 17 (replies)  Discussion Forum 4. Due: MAR 22 (post) and MAR 24 (replies) Reminder: Work on Academic Paper – Part 2! Due: APR 07 , 2024 (No Extensions!). 1 0

Articulate the differences between the three distinct periods of Canadian environmental policy. Week 11 & 12 Mar 26 – Apr 07 Lesson 6: Public Safety Policy Articulate the connection between public policy and public safety and why it is important.  Wrap-up of Public Policy & Public Safety! Complete: Academic Paper Due, APR 07 , 2024 1 1

Appendix 1 Online Discussions Forums General Information Online Forum Discussions (4 x 10% each for a total of 40% of your overall course grade). You will submit an initial response to the discussion forum topics and respond to at least two other students’ initial responses. The goal is to encourage healthy interactive discussions and debate on the identified issue for each discussion. The initial post shall not be less than 400 words . Each of the two required replies to other classmates’ posts shall not be less than 200 words. The word count shall not include headings, quotes, cover pages, or reference pages. Do not use blockquotes in Discussion Forums. You are expected to use citations and references in your Discussion Boards/Forums. You may cite your textbook only once for each Discussion Board/Forum. Other citations and references must originate from an outside academic source, meaning you cannot use the same citations/references for your Post, + Reply 1 + Reply 2. Please note that all assignments are required to be properly formatted using the guidelines provided in the APA 7 th Edition Manual. (Proper APA headings, citations, and references are expected to be present in each assignment) Please see page 3 for additional information on Discussion Forms. A total of 20% of the course grade will be based on your participation and meaningful contribution to four online student discussions. Each of the four Discussions comprising students’ initial posts and follow-up posts in response to other students will be worth 5%. The purpose of the forum discussion is to:  promote critical reflection upon the academic content covered in the lesson materials.  develop critical thinking, analytical as well as evaluation skills.  develop professional communication and presentation skills.  integrate scholarly materials and professional work experiences.  critique and/or share relevant experiences regarding the topic and actively engage other students based on their posts using constructive dialogue. Sharing and discussion/critiques of relevant policies in your respective organizations are encouraged during the Discussion Forums. You are required to participate in all four online discussions. Expansion of your initial posting in response to your classmates’ comments is encouraged. Focused online discussions allow students to express their understanding of information that is covered in the course, to discuss that information with fellow students and their instructor, and to integrate the results of those discussions into their learning. 1 2

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Please note the due dates provided with each Discussion Forum. The Discussion Forum Grading Rubric has been included (below) . The schedule and topics of Discussion are outlined below: Discussion Forum Topic Due Date 1 Pillars of Importance! Jan 12/14 2 Public Safety and Border Strategies Feb 16/18 3 Public Safety and Public Policy: Can Pillars Merge? Mar 15/17 4 Crime of the Century: Missing and Murdered Indigenous Women and Girls Mar 22/24 Timelines for Discussion Forums: Each Discussion Forum will only be open for ONE week. The submission site is locked down at midnight of the due date. Each of your initial posts must be completed by 11:59 PM on the Friday of week one of the discussions, and your response must be posted by 11:59 PM on the Sunday of the same week that the discussion is due. For exact closing dates, consult the course syllabus. Initial Posting: Ensure your initial posts are at least 400 words in length. Post a written response to the question highlighting the connection between your answer, the discussion question, the course materials, and any class discussion on the topic. All postings should be logical and coherent with good grammar and structure AND follow APA 7 th edition formatting guidelines. Citations and references are expected within your post. Response Postings: Ensure your response postings are at least 200 words in length. Read the postings of your classmates and respond to at least two postings of your classmates. Responding to classmates can be done by supporting their posts (providing further evidence from readings, etc.) or by means of examination and constructive criticism of their posts (by offering alternative evidence/insights). If you are sharing an opinion, try to base your posts, both Initial and Response Posts, on informed opinions founded on supportable evidence. Note: a post that essentially amounts to just agreement with another student’s post is insufficient. Citations and references are expected within your replies. PLEASE NOTE: It is expected that APA 7 th Edition formatting guidelines will be applied to each assignment, including at least one properly formatted citation and corresponding reference (other than the course textbook) in each post and reply. You may present additional/alternate perspectives or, if you agree or disagree with the post, explain why. You are expected to be an active participant in the discussions. A quality comment should build on another student’s posting or add a point of view that references the text or 1 3

some other reliable reference material. Your grade for this part will be based on the extent to which your answer draws on the materials in the course and the relevance of your comments (refer to the Discussion Forum Grading Rubric ). Students should review the comments of all classmates and conduct discussions in the forum as you would in a classroom seminar. Remember, overall, you will be assessed based on the strength of your arguments. While you might find it appropriate to use direct quotes from the literature, your instructor is looking primarily for your own words. Note: If you use direct quotes, you must use appropriate APA formatting, and provide in-text citations, with page numbers. Notice that due dates for postings are provided so that the discussion will have structure and focus. Online Discussion Forum Grading Rubric Criteria Excellent Good Satisfactory Developing Poor Quality of Discussion (5) 5 marks 4 marks 3 marks 2 marks 1 mark Contributes in very meaningful ways, Attempts to promote dialogue with classmates APA formatting well done Proper citations and references Contributes in meaningful ways to the discussion. Some APA formatting absent/errors. Improper citations and/or references Contributes occasionally to the discussion. Errors in APA formatting Missing citations or references Contributes little to the development of discussion No APA formatting Citations but no references Contributions fail to develop discussion. No APA formatting. No citations or references Response to Peers (5) 5 marks 4 marks 3 marks 2 marks 1 mark Responds to at least 2 peers by Responds to 1-2 peers by Responds to peers and Responds to peer(s) but Responds to peer(s) but 1 4

supporting (providing further evidence from readings, notes etc.) or critically examining peer’s post (by offering alternative evidence/insights) supporting (providing further evidence from readings, notes etc.) or critically examining peer’s post (by offering alternative evidence/insights ) offers some support or critique but does not provide much evidence or insights. offers only limited support or critique offers no substantive insight into material or support Integration of Course Material (5) 5 marks 4 marks 3 marks 2 marks 1 mark Very accurate reference to lesson materials, readings/videos Excellent at offering original ideas on course materials Accurate reference to readings/videos in discussion Good at offering original ideas on course materials Some attempt to integrate course materials into a discussion. Largely re- iterates the content of course materials Little attempt to integrate course materials into a discussion. Just re- iterates content from course materials No attempt to integrate course materials into a discussion 1 5

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Appendix 2 Learning Debrief (LD) Assignments A total of 30% of your overall grade in the course will be based on the submission of three. Learning Debrief (LD) entries (3 x 10% each). Debrief # Debrief Reference Lesson Due Date 1 Reference: Lesson 1 Jan 28 2 Reference: Lesson 2 Feb 11 3 Reference: Lesson 3 Mar 17 For each LD, you will complete the course readings (including the lesson notes, lesson case studies or media, and/or online discussion content) and provide a brief written critical reflection or analysis of the material that links it to contemporary events and/or empirical research on the subject. For example, you may choose to relate the course material to a contemporary event in the media, in which case your LD should include a citation of the news source. Alternatively, you could choose to connect the selected course content to an existing empirical research article, in which case your LD should include a citation of the article. The LDs will focus on your responses, reactions, and analyses regarding the material you have engaged with and the ideas you have been introduced to during the week. In your LD, you will need to demonstrate that you have integrated learning from the lesson materials, the readings, and any videos, etc., with current events and/or relevant research. Consider the following questions when writing the LD entries: [ TIP: If you use these headings in your LD submission – it is very difficult to go wrong!) 1. What do I already know about this topic? 2. Why is this material important? 3. How does this material apply to current events or research? 4. What are the major strengths and weaknesses of the major ideas in this material? What am I taking for granted/what are my assumptions? What is the evidence for my choices? 5. What is another way to look at the major ideas in this material? If I approach the problem/issue from another perspective, would I arrive at different conclusions? What is the evidence for my choices? Learning Outcomes: The purpose of the Learning Debrief assignments is to: 1 - Promote critical reflection upon the academic content covered in the lesson materials 2 - Develop critical thinking and analytical skills 1 6

3 - Integrate scholarly materials and contemporary issues Additional Information! In your LD, you will need to demonstrate that you have woven learning from the lesson materials, the readings, and any videos, etc., into your experience as a police officer (or other life experiences). Another significant purpose of the Learning Debriefs is to consider the following issues regarding your long-term development as a public safety practitioner: • What do you now understand about the subject covered in the lesson? • How does this link to experiences you have had or have witnessed? • How has this new understanding influenced your opinions and beliefs? • How have your attitudes – or your perceptions of your attitudes – been influenced by what you have learned? Assignment Instructions : 1. Select a topic or issue presented in that online lesson material. 2. Expand upon your thoughts and experiences of this learning process and how it affects your perceptions and personal growth. 3. Submit your response to the DropBox on or before the due date. Format:  APA 7 th Edition formatting guidelines.  Double spaced – font size (12) …. Please do not use a ‘script type font’ as it is very difficult to read.  Submit it to Dropbox in Word format, with your surname included in the file name.  All established Laurier University policies and practices regarding originality, plagiarism, submission of assignments, etc., must be followed.  Please use spelling/grammar check and have your paper proofread before submitting it.  If your submission consists of one long paragraph – go back and fix it! Use proper paragraph formatting (Rarely does one paragraph sufficiently meet the requirements of an LD!) Length: There is no set length for these debriefs; however, a minimum of 400 words is expected. 1 7

It is to be guided by your thoughts, analyses, and perceptions. This is an individual written assignment. Lateness: Late assignments will be handled according to the WLU Policy (see p. 4 of this syllabus). Assessment: Your assignment will be evaluated using the following rubric. There will be three LD assignments in this course. Although each LD will be marked out of 20, each LD is worth 10%. The LD assignments will contribute to 30% of your overall mark in this course. Blockquotes: Do not use blockquotes in Learning Debriefs. Important: Please note that, unless exceptions are noted, all assignments are required to be properly formatted using the guidelines provided in the APA 7 th Edition Manual. (Proper APA headings, citations, and references are expected to be present in each assignment) Learning Debrief Rubric Criteria Reflective Practitioner [5-4] Aware Practitioner [3-2] Reflection Novice [1-0] Points Clarity The language is clear and expressive. The reader can create a mental picture of the situation being described. Abstract concepts are explained accurately. APA Format properly followed. Minor, infrequent lapses in clarity. Abstract concepts are explained accurately. Some APA errors noted. There are frequent lapses in clarity. Concepts are either not discussed or are presented inaccurately. Little or no APA formatting present. Relevance The debrief show tremendous thought and effort. The learning experience being reflected upon is relevant and meaningful to student and unit learning goals. The debrief show some thought and effort. Student makes attempts to demonstrate relevance, but the relevance is unclear in reference to unit learning goals. The debrief show poor thought and effort. Most of the debrief is irrelevant to student and/or unit learning goals. 1 8

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Analysis The debrief moves beyond a simple description of the experience to an analysis of how the experience contributed to student understanding of self, others, and/or course concepts. The debrief demonstrates student attempts to analyze the experience to the understanding of self, but the analysis lacks depth. Student makes attempts at applying the learning experience to understanding of self, others, and/or course concepts but fails to demonstrate a depth of analysis. Self- Criticism The debrief demonstrates the ability of the student to question their own biases, stereotypes, preconceptions, and/or assumptions and define new modes of thinking as a result. The debrief demonstrates the ability of the student to question their own biases, stereotypes, preconceptions. New modes of thinking are not evident. There is some attempt at self-criticism, but the self-debrief fails to demonstrate a new awareness of personal biases, etc. TOTAL /20 1 9

Appendix 3 Academic Paper Your paper for this course will take a traditional APA 7 th ed academic format, including:  An abstract (no more than 250 words)  an introduction to the topic, with thesis statement/question  Proper headings  outline the papers’ main concepts/tenets and discussion of their relation to your subject,  critical discussion of relevant theories (e.g., why they are relevant to your topic), and  Conclusion PLEASE NOTE : The format of your paper shall strictly follow APA 7 th Edition guidelines. Failure to do so will result in loss of marks. TURNITIN will be used to check for plagiarism in this paper. Your academic paper should be based on one of the topics shared and discussed in this course. You are encouraged to be creative in your topic selection. You will find it much easier to write on a topic you are passionate about – if it is related to something in this course! The purpose of your paper is to demonstrate your in-depth knowledge of the topic you chose as well as mastery of the relevant literature. Your goal, however, will not be to summarize what is already published simply but to discuss what ideas/theories remain untested or what problems still exist, then consider how they can be solved. Your academic paper will be a culmination of your work throughout the course. For example, you may examine public safety policy regarding crime (or any of the other three pillars of public safety). What policies have been effective in the past? What are their pros and cons? How could the goal of the policy become more effective? What steps are required to change that policy, and who should be involved? You are only permitted 5-6 pages for the body of your academic paper; therefore, it must be concise, well-researched, and well-organized. Make sure you use the proper formatting procedures of the APA-7 th Edition Manual for your academic paper. (If you continue your academic studies, I recommend you buy the APA Manual. You will find it helpful.) I suggest you look at these library videos: they will help you determine if your source is scholarly and how to build your thesis statement/question! 2 0

 How can I tell if my Source is Scholarly? - http://library.wlu.ca/help/tutorials/how-can-i-tell-if- my-source-scholarly  Recognizing Source Types: http://library.wlu.ca/sites/default/files/pdfs/tutorials/recognizingsourcetypes.pdf  How to Build a Thesis Statement: Writing an Effective Thesis Statement - YouTube You are required to include an academic literature review related to your topic within your paper. Newspapers and magazines should be used very rarely and with great caution - and only when they add something of great value to your paper. News sources are often incomplete or unreliable. The intent is that you explore the topic you have chosen in-depth, based on reliable literature on your topic; then, you will produce a quality, well-researched, concisely written academic paper. In summary, the purpose of your academic paper is:  To determine your in-depth knowledge of the topic,  Mastery of the relevant literature, and  To be able to assess your topic initially and then concisely support your arguments and conclusion with the academic literature. If you are unclear about what an academic paper should look like, seek out some peer-reviewed academic papers to read. This will give you an idea about the layout and construction of an academic paper. You can also access books from libraries, including WLU, and from the likes of Amazon that will assist you in how to write an academic paper. You can also, of course, contact your instructor for assistance. For this course, your academic paper consists of two Parts.  Part 1 is your proposal (it will be worth 10% of the total 30% for the academic paper). You must have approval from your instructor before you begin to write your paper (Part 2).  Part 2 is your actual finished academic paper (this part is worth 20% of the total 30% for the academic paper). Academic Paper: Part 1 (Due: Feb 18) Part 1: Proposal for Academic Paper  Percentage of final grade: 10% of the total 30% for the “Academic Paper.”  Length: 1-2 pages. ( No more than two pages – including your references – but not the cover page. ) An abstract is not to be submitted with this assignment. Submit the proposal of your academic paper to the instructor for review and feedback. The proposal draft should include:  A proper cover page (See WLU Writing Guide sample),  A clearly identified thesis question/statement consisting of a single sentence. 2 1

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 List up to six annotated potential literature sources (references). (See below) Note : The APA format for your paper requires a list of references made up of the literature and sources that may be used in your paper to present and argue your various positions. Part 1 (proposal) requires you to list up to six references you intend to use in your final paper. After each one, add approximately o ne or two sentences about why this reference is relevant to your paper (annotation). Preliminary sources you might use include books or edited book chapters, papers from academic journals and grey literature such as government and transnational institution policy documents, and non-academic sources where useful/appropriate. You may subsequently choose to add or omit one or more for the final paper; that is fine! This initial draft (Part 1 Proposal) gives your instructor an idea of how your paper will evolve. If you are off target, it also allows the instructor to help you get back on track! Final Academic Paper: Part 2 (Due: Apr 07)  Percentage of final grade: 20% . (Part 1 @ 10% and Part 2@ @ 20% will make up 30% of your total mark for the Academic Paper.)  Length: 5-6 pages (a variance of up to one page at either end is allowed), not including the cover page, abstract, table of contents (if present), and reference page(s). Notice that the length of the assignment is shorter than most academic papers. The purpose of this shorter paper is to encourage you to think in terms of quality and conciseness! However, you must state your case well and only have a small space to do so. Choose well! Articulate well! (Note that your instructor stops reading your paper at the end of page 6.)  Note that Part 1 (Proposal) is no more than 1-2 pages.  Part 2 (final academic paper) shall consist of a body of 5-6 well-researched and concisely written pages on your selected topic , plus your Cover Page, Abstract, and Reference pages.  APA 7 th ed. formatting guidelines will be strictly followed throughout the paper.  The paper will be subject to “Turnitin” – this is a program that checks for plagiarism. One Final Note Please do yourself a favour and start thinking about your paper on Day 1 of the course. Try to get your proposal in early and then start work on your paper so that you also complete it early. The reason for this is that there are no extensions available for your final paper. This is a huge class, and your instructor needs time to evaluate and mark the papers. Also, given the seemingly ongoing uncertain COVID times, you never know if you will catch a virus and be too sick to complete your paper. The paper length is shorter this semester, but it also requires significant work to create a concise, well-written paper. Please do not leave it until the last minute! Academic Paper Grading Rubric Category Exemplary Satisfactory Developing Unsatisfactory Sco 2 2

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re Topic and Concept The Paper begins in a broad manner and clearly explains the topic and concept to be investigated. The topic is appropriate in level and content. 5 points. The Paper provides some context for the main topic. The topic is appropriate for the class. 4 points. Basic introduction that provides little context for the topic. The topic, while generally appropriate, maybe simplistic. 3 points. No context for the topic is provided. The topic is not appropriate or is overly simplistic. 0-2 points. /5 Introductio n A clear and concise statement that is thought- provoking and engaging. 5 points Clear statement that states the position in a single sentence. 4 points. Statement is somewhat clear but needs to be further developed. 3 points. The statement is incomplete or undefined. 0-2 points. /5 Literature Review Studies are described in enough detail to understand their relevance. The review is in the writer’s own words. Review includes no limitations of available information and contrasting views/positions are presented. 5 points Studies are generally described in enough detail for the reader to understand their relevance although more detail could be included or may include unnecessary portions of the original articles. 4 points. Literature may be inappropriate or unsuited to the topic. Literature is not described enough for the reader to understand relevance to the topic or other articles. Review may over-rely on quotes as opposed to using the writer’s own words. 3 points. Literature review not reviewed in enough detail to understand its relevance to the topic or to other articles. Key concepts not sufficiently explained. Review relies on quotations and does not use the writer’s own words. 0-2 points. 2 3

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/5 Significance The project addresses an important issue. The paper can fill a gap in existing knowledge or practice. 5 points. The project addresses an interesting and necessary issue. The paper may fill a gap in existing knowledge or practice. 4 points. The project addresses an interesting issue. The paper aims to improve or expand on existing knowledge or practice. 3 points. The project addresses an issue that may or may not be necessary. The paper’s results may provide some new knowledge. 0-2 points. /5 Conclusion Complete/concise summary of the topic introducing new ideas. 5 points. Complete topic summary but no new ideas. Summary may be wordy. 4 points. A brief summary of the topic. 3 points. Minimal to no summary is provided. 0-2 points. /5 Adherence to Formatting Guidelines and APA Consistent use of APA style using a proper title page, in-text citations, and reference list. 5 points. Consistent use of APA but necessary elements missing or formatting is incorrect or varying. 4 points. Inconsistent use of APA throughout the paper. Few cited/referenced works or improper formats are used in either or both. 3 points. No title page, in- text citations, or reference list – or a lack of necessary citations/referenc es/ formatting. 0- 2 pts /5 2 4

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